Relevant bibliographies by topics / School education programme

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

Academic literature on the topic 'School education programme'

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Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "School education programme"

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Maleňáková, Šárka. "Komparace vybavenosti žáků 9. tříd klíčovými kompetencemi k učení a řešení problémů." Studia sportiva 6, no. 1 (2012): 123–32. http://dx.doi.org/10.5817/sts2012-1-14.

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The article deals with the question whether the new reform of education will bring a better and more effective learning process for pupils involved in the development of life skills (key competencies) which are critical these days. Th e author compares the results of the education process in the fi eld of key competencies included in two education programmes at elementary schools following in close succession - the „Elementary School Programme“ and „General Education Programme for Basic Education” and/or “Th e School Education Programme”. Th e research was conducted in the year 2009 when the last 9th grade pupils were instructed according to the Primary School Programme while 14 pilot schools throughout the Czech Republic implemented and tested the fourth year of teaching according to their own education programmes. For the comparison of the above mentioned education programmes an empirical method of non-standardized questionnaire was selected. Th e non-standardized questionnaire was based on a research and scientifi c Key Competencies Questionnaire supplied by the SCIO organization. Testing the diff erences between the programmes in particular items was carried out using the Pearson’s chi-square test of contingency tables. Results showed insignifi cant diff erences in the respective questionnaire items, therefore, education programmes must pass through a long evaluation and assessment process to meet expected targets. Th e fi nal section of the article is focused on the assessment of problems with introducing the General Education Programme for Basic Education to school syllables. Th e author presents recommendations for teachers at elementary schools and for academic staff preparing future teachers at universities.
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Qian, Ling, Ian M. Newman, Lok-Wa Yuen, Weijing Du, and Duane F. Shell. "Effects of a comprehensive nutrition education programme to change grade 4 primary-school students’ eating behaviours in China." Public Health Nutrition 22, no. 5 (2019): 903–11. http://dx.doi.org/10.1017/s1368980018003713.

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AbstractObjectiveAs part of a national initiative to reduce child obesity, a comprehensive school-based nutrition education intervention to change eating behaviours among grade 4 primary-school students was developed, implemented and evaluated.DesignThe intervention was developed by school staff, with technical assistance from outside health education specialists. The programme included school facility upgrades, school teacher/staff training, curriculum changes and activities for parents. Student scores on nine key eating behaviours were assessed prior to and after the programme. The quality of programme implementation in the schools was monitored by technical assistance teams.SettingShandong Province (high household income) and Qinghai Province (low household income), China. Three programme schools and three control schools in each province.ParticipantsStudents in grade 4 (age 8–9 years).ResultsThere were significant positive changes in self-reported eating behaviour scores from pre- to post-assessment in programme schools. At post-test students in programme schools had significantly higher scores than students in control schools after controlling for other variables. The programme was more effective in the high-income province. Observations by the technical assistance teams suggested the programme was implemented more completely in Shandong. The teams noted the challenges for implementing and evaluating programmes like these.ConclusionsThis intervention increased healthy eating behaviours among 4th graders in both provinces and had more effect in the more affluent province. Results suggest that a scaled-up initiative using existing school and public health resources could change eating practices in a large population over time. The intervention also provided lessons for implementing and evaluating similar nutrition programmes.
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Azhar, Athirah, and Azlinda Azman. "School’s Perspectives on Educational Programmes under Corporate Social Responsibility Initiatives. Case Study: Malaysia." IAFOR Journal of Education 9, no. 1 (2021): 7–20. http://dx.doi.org/10.22492/ije.9.1.01.

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This study explores the impacts of the Corporate Social Responsibility educational programme from the schools’ perspectives towards their pupils and school. A qualitative approach was chosen from a case study of these programmes conducted in Malaysia. The method used for data collection was semi-structured interviews. Purposive sampling was adopted to collect data from headmasters/mistresses from 10 primary schools and was analysed using narrative analysis. Findings shows that these programmes have impacted pupils through educational exposure, a holistic approach, academic improvement, feeling motivated, encouraging creativity and assisting in pupils’ future career development. One of the impacts that were related to the educational programmes was the teaching and learning knowledge that was gained by the teachers. Other than that, the educational programmes also eased the financial burden of the school as well as providing benefits to the surrounding community. Schools suggested that the programmes should be improved by creating better and more programme type content, being more academically focused, allocating more funding, being conducted over a longer period for sustainability, and conducting the programme more regularly. Corporate Social Responsibility educational programmes in future are suggested to be academic related which should include an English language programme, information technology, 21st century learning, a green programme, basic skills (read, write, count), a motivational programme, and a study visit. In conclusion, CSR educational programmes initiatives must be sustainable because it had great impact on pupils, teachers, schools, and the community surrounding the school.
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Nisha K P, Nisha K. P. "School-Based Education Programme for Substance-Abuse Prevention." Paripex - Indian Journal Of Research 3, no. 4 (2012): 84–86. http://dx.doi.org/10.15373/22501991/apr2014/28.

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Elfrink, Teuntje R., Jochem M. Goldberg, Karlein M. G. Schreurs, Ernst T. Bohlmeijer, and Aleisha M. Clarke. "Positive educative programme." Health Education 117, no. 2 (2017): 215–30. http://dx.doi.org/10.1108/he-09-2016-0039.

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Purpose The purpose of this paper is to report on a process and impact evaluation of the Positief Educatief Programma (Positive Education Programme (PEP)), a whole school approach to supporting children’s well-being and creating a positive school climate in primary schools in the Netherlands. PEP adopts a competence skill enhancement approach with a focus on developing children’s positive emotions and strengths. Design/methodology/approach A process and impact evaluation was performed within the context of two schools piloting the programme. Employing questionnaires and interviews, the evaluation sought to examine the implementation of PEP, participants’ experiences with key components and the programme impact of PEP. Findings The findings reveal largely positive attitudes towards PEP. Staff and parents were positive about the core components of PEP. Results from standardised questionnaires provide preliminary evidence about the positive impact of PEP on children’s self-reported well-being and problem behaviour, teachers’ awareness of children’s strengths and overall school climate. The provision of practical strategies and activity-based resources was considered essential to the ongoing implementation of PEP. Research limitations/implications This study reports on findings from two implementation schools and therefore lacks generalisability. Further research using more robust research methods exploring the effectiveness of PEP when compared with “business as usual” is needed. Originality/value School frameworks aimed at creating a positive school climate and promoting well-being at the whole school level have not been carried out in the Netherlands to date. The results from this study provide a unique insight into the implementation and perceived impact of a whole school framework in the context of two primary schools.
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Chen, Shushu, and Ian Henry. "Schools’ engagement with the Get Set London 2012 Olympic education programme: Empirical insights from schools in a non-hosting region." European Physical Education Review 25, no. 1 (2017): 254–72. http://dx.doi.org/10.1177/1356336x17721437.

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During the Olympiad, an Olympic host country is required to organise and deliver an education programme to schools nationwide. Schools’ experiences of engagement with such programmes are often reported on by the government rather than being rigorously examined by academics. Moreover, there is little scientific understanding of how individual schools facilitate the programmes and why different schools engage with the same programme in different ways and to varying degrees, and generate different levels of impact. Looking at the London 2012 Olympic education programme called Get Set, this original qualitative research was undertaken to explore local schools’ experiences of involvement with the programme in a non-hosting region, Leicestershire. The paper advocates the use of programme-theory-driven evaluations (in particular a realist evaluation approach) to assess programme implementation. The results provide explanations of how and why case study schools engage more effectively or less effectively with the programme. The results identify the missing links in the programme theory, highlighting the significance of contextual factors at individual school levels, and arguing for the adoption of tailored strategies for effective programme implementation.
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Bjarnadóttir, Valgerður S., Elisabet Öhrn, and Monica Johansson. "Pedagogic practices in a deregulated upper secondary school: Students’ attempts to influence their teaching." European Educational Research Journal 18, no. 6 (2019): 724–42. http://dx.doi.org/10.1177/1474904119872654.

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This article explores strategies, targets, and responses to young people’s attempts to influence pedagogic practices, and the variations between different programmes in a deregulated upper secondary school system. Using Basil Bernstein’s code theory, the study draws on ethnographic data from two of the most popular academic programmes in one upper secondary school in Iceland, the natural science programme and the social science programme. Students tried to a greater extent to influence the ‘how’ of their everyday education rather than the ‘what’. That is, neither of the student groups tried to influence the content of their lessons or courses. There was a strong framing of the selection of knowledge but variations in the framing of pacing and teaching methods, which presented students with various options as to what they tried to influence. The findings imply that mathematics within the natural science programme was a gatekeeper to students’ further studies as it was strongly framed and classified, and students’ attempts to slow down the pacing were unsuccessful. The students in the social science programme targeted monotonous teaching methods, without success. Some of the students responded to the failed attempts by interrupting classes and reducing lesson time for the whole group. The findings indicate that the deregulation of the upper secondary school curriculum needs to be considered, as it leads to stronger classification between schools, subjects, and programmes.
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Simoni, Mary. "Project Lovelace: unprecedented opportunities for music education." Organised Sound 8, no. 1 (2003): 57–60. http://dx.doi.org/10.1017/s1355771803001067.

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Project Lovelace is a school-based programme for students aged twelve to eighteen years interested in learning about making music by using technology. The programme is designed to encourage equal and equitable participation by male and female students through instruction in technology-enhanced music performance, improvisation, composition, analysis and notation. Project Lovelace is named in honour of the contributions of the female mathematician Ada Augusta, Countess of Lovelace, who in 1842 predicted that computers could be used for musical composition (Roads 1996).The goals of Project Lovelace are to develop collaborative-based methods for gender-balanced school music technology programmes, amass a gender-balanced repertoire suitable for school music technology programmes, nurture creativity and analytical skills in music technology, and conduct a longitudinal study that documents the changing attitudes and perceived competencies of participating students and teachers.The motivation to initiate Project Lovelace was the timely convergence of two vexing issues perennially facing music technology programmes in higher education, specifically at the University of Michigan: the proportionally small number of female applicants to university music technology programmes and the need to continually upgrade or replace laboratory equipment. Why not allocate second-generation university laboratory equipment to the schools with the intent of building school-based music technology curricula that lead to a gender-balanced university applicant pool?
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Kelder, Steve, Deanna M. Hoelscher, Cristina S. Barroso, Joey L. Walker, Peter Cribb, and Shaohua Hu. "The CATCH Kids Club: a pilot after-school study for improving elementary students’ nutrition and physical activity." Public Health Nutrition 8, no. 2 (2005): 133–40. http://dx.doi.org/10.1079/phn2004678.

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AbstractBackgroundAlthough many school-based diet and physical activity interventions have been designed and evaluated, relatively few have been tested for the after-school setting. After-school day-care programmes at either elementary schools or private locations provide a ready-made opportunity for health programmes that may be difficult to incorporate into an already-full school day. The purpose of this paper is to report on a pilot study of an after-school adaptation of the CATCH (Coordinated Approach To Child Health) elementary school programme called the CATCH Kids Club (CKC).MethodsThe CKC was pilot-tested and formatively evaluated in 16 Texas after-school programmes: eight in El Paso and eight in Austin (four intervention and four reference sites each). Evaluation consisted of direct observation of moderate to vigorous physical activity during play time, self-reported food intake and physical activity, and focus group interviews with after-school programme staff.ResultsStudents responded well to the physical activity and snack components and were less interested in the five-module education component. Routine staff training was a key variable in achieving proper implementation; the ideal would be a full day with repeated follow-up model teaching visits. Staff turnover was a logistic issue, as was programme leader readiness and interest in conducting the programme. Strong and significant effects were observed for the physical activity but not for the education component. The results of the physical education component suggest it is feasible, effective and ready for larger-scale evaluation or dissemination.
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Aguila Sánchez, Julio C., Karla Y. Covarrubias Cuéllar, and Marina Vázquez Guerrero. "Échale Neurona and contextual barriers to sex and sexuality education in Mexico." Health Education Journal 80, no. 7 (2021): 872–80. http://dx.doi.org/10.1177/00178969211017158.

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Background: Developing sex and sexuality education programmes for adolescents has proved challenging in many parts of the world, especially in contexts where the importance of these programmes is not valued. In such settings, educating about sex and sexuality may also require dealing with detractors who are active in spreading misinformation. Objective: This article identifies contextual barriers encountered by those involved in developing the Échale Neurona programme in Mexico. Team members associated with the programme have been teaching about sex and sexuality in public secondary and high schools since 2016. Methods and design: Grounded theory approach using semi-structured interviews. Interviews took place with 10 participants including health promotion experts and programme officials. The main focus of the interviews was on the contextual limitations encountered when implementing sex and sexuality education workshops. Results: Findings reveal at least three types of barriers hindering the comprehensive sex and sexuality education developed by the programme: institutional, cultural and socio-educational barriers. Conclusion: Contextual barriers associated with family and school environments posed a significant challenge to implementation. Such barriers may facilitate or hinder sex and sexuality education programmes affecting the way young people develop their sex lives and live their sexuality.
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Dissertations / Theses on the topic "School education programme"

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Hui, Nga-man Jasmine. "Sex education programme in a catholic boys' school." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37261071.

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Ip, Ching-man Amy. "Death education as a developmental guidance programme." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B31963651.

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Chau, Tat-sing, and 鄒達成. "A forgiveness education programme with primary school students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30247767.

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Hui, Nga-man Jasmine, and 許雅雯. "Sex education programme in a catholic boys' school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37261071.

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Mellanby, Alexander Robert. "A pause : an intervention programme of school sex education." Thesis, King's College London (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265146.

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Rayner, Janet Ailsa. "A dental health education programme for nursery school children." Thesis, University of Edinburgh, 1990. http://hdl.handle.net/1842/27240.

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The purpose of this controlled investigation was to test the effectiveness of three dental health programmes designed to improve oral cleanliness and gingivitis in groups of 3-4 year old nursery schoolchildren. A total of 349 children completed the study. The children were divided into 4 groups; a control group that received no dental health education and three experimental groups. One of these groups received daily toothbrushing instruction at school, a second group also took part in the school based brushing but in addition their parents were given dental health education at home. The third group of children received the home based dental health education only. Following baseline measurements, the dental health education programmes continued for about 5 and a half months when the children were re-examined. The programmes then ceased over the 6 week period of the summer vacation and the children were again examined on returning to school. A dental health education programme was deemed to have been successful only if there was no statistically significant and clinically important relapse in oral cleanliness and gingivitis at the third examination. There was a relapse in the oral hygiene of the school brushing only group during the summer holiday but oral cleanliness and gingivitis had not relapsed in the two groups of children whose parents had received dental health education at home. A cost benefit analysis (effort effectiveness) showed that of these two programmes, the programme that consisted of home based dental health education only cost the least for a unit improvement in oral cleanliness and gingivitis. A questionnaire was used to record parents' attitudes towards toothbrushing practices at home. Children whose parents always helped them with toothbrushing had cleaner mouths and less gingivitis than children who always brushed their teeth by themselves. It is concluded that dental health education, which included home visits, was more effective than daily supervised toothbrushing at school in improving and maintaining oral health in pre-school children and that parents should be encouraged to help young children with toothbrushing at home. Such an approach demands considerable resources and may only be suitable for groups of children with special needs.
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Nel, Andri. "An intergrated learning programme for the Knysna Montessori school." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1142.

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In line with Montessori methodology, the Knysna Montessori School runs its programmes in an integrated and holistic manner. Learning programmes are based on a blend of various Montessori learning programmes and the Revised National Curriculum Statement (RNCS). Classes are divided into three year-age groupings; and integrated learning programmes are in place within the pre-school, (including grade R), the grade 1 to 3 class, and the grade 4 to 6 class. However, the grade 7 to 9 Montessori class has been running in a more traditional and less integrated manner since its inception in 2004. That has motivated the undertaking of this study. The main aim of this qualitative study has been to determine how to best arrange the RNCS according to Montessori principles, that is to say, in a holistic and integrated manner, with the intention of presenting a learning programme for the grade 7 to 9 class. This aim was based on a constructivist philosophical foundation and addressed in conjunction with interpretivism and critical theory. The grounded theory research paradigm was followed. In this paradigm research findings are grounded in the data gathering and the analysis. Three methods of data collection were applied, namely a literature review, interviews and document analysis. A literature review was conducted to gain a better overview and understanding of the RNCS and Outcomes-Based Education (OBE). Furthermore, through the literature review, an in-depth understanding of the Montessori method of education, adolescent development and integrated and holistic education have been achieved. Interviews were conducted with staff from the Knysna Montessori School, with the purpose of gathering information on the Knysna Montessori School and its current application to the RNCS, from pre-school to grade 6. An availability and purposive sampling method was applied, in order to determine which staff members to interview. Finally, document analysis was done. The learning areas for the senior phase (grades 7 to 9) of the General Education and Training Band (GET) of the RNCS were coded and analysed in order to discover emergent themes within the RNCS and how these link with the Montessori curriculum arrangement for this age group. It became apparent that Montessori classrooms, both prior to and for the senior phase, are divided into three areas, namely language, mathematics and cultural studies. Based on this knowledge, as well as the documentary analysis, an integrated learning programme, grounded in the data analysis, was designed. It was found that the RNCS matches well with Montessori’s curriculum arrangement. Thus, this learning programme is in line with Montessori’s curriculum arrangement for the senior phase of the GET band. Such a curriculum arrangement integrates the learning outcomes and assessment standards from arts and culture, economic and management sciences, life orientation, natural sciences, social sciences and technology into different studies. These are globally referred to as cultural studies. However, specific attention was also given to moral education, self-expression through music, art and drama, entrepreneurship, career education and sport. The conclusion was reached that an integrated learning programme, based on Montessori principles and in line with the RNCS requirement, is possible for the Knysna Montessori School.
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Ip, Ching-man Amy, and 葉靜雯. "Death education as a developmental guidance programme." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31963651.

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Campher, Elsie J. "Educational change : a support programme for educators in an inclusive school setting." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53402.

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Thesis (PhD)--University of Stellenbosch, 2003.<br>ENGLISH ABSTRACT: In the movement towards inclusive education, demands that quality education for all present challenges for educator support to facilitate educational change in South Africa. The proposed link between effective educational transformation and understanding and managing change stimulated the researcher's desire to develop an in-service education and training programme for educators within the concept of whole school development. Such a programme could ensure the simultaneous development of competence of the individual and the school as an organisation. The first phase of this study comprised the development of a particular in-service educator support programme aimed at addressing the identified needs of a specific target group of educators to facilitate educational transformation within an inclusive setting. The primary focus of the study was the development of educator competencies that would help educators cope with educational change by means of the establishment of school-based support teams. The content was based on a comprehensive overview of the literature on individual and institutional development as well as change. This was synthesized into four modules (Module one: change, transition, reviewing and clarifying vision and mission; Module two: leadership, teamwork and support; Module three; organisational change, the learning organisation and organisational culture; Module four: application). In the second phase an evaluation research design was used to conduct a comprehensive evaluation of the programme in order to make judgements (from an accountability perspective) to facilitate programme improvement (from a development perspective) and to generate knowledge (from the perspective of academic value). The programme was presented in ten sessions of three hours each over a period of seven months during and after which qualitative and quantitative data was obtained and combined to ensure higher quality data for the identification of outcomes. An interpretive version of content analysis was applied for the identification of patterns from which subcategories, categories and a main theme was constructed. The programme succeeded in achieving the primary objective of facilitating the establishment of school-based support teams: 95% of the schools that participated in the programme established school-based support teams. It also contributed to the development of personal and professional competency in educators that helped them cope with educational change. Participants experienced significant positive changes in their own thinking and perceptions regarding inclusive education, educational change, support and teamwork. They understood why they needed to change, and developed a better understanding of how to deal with the effects of change. From the patterns identified, the sub-categories of personal, professional and school development were constructed. Change emerged as the overarching main theme. Embedded within this were the roles of the facilitator and of transformative learning. The research flndinqs confirmed that the problem was appropriately conceptualised and that the design of the programme adequately addressed the needs of the participants. Respondents reported that they were more knowledgeable and skilful, and that they had experienced positive changes in their attitudes. These personal changes contributed to better educational service delivery and improved schools. This study demonstrated that educators can be given the support they need to cope with educational change through an in-service support programme which is needs driven and which focuses simultaneously on individual and organisational development.<br>AFRIKAANSE OPSOMMING: Eise vir kwaliteit opvoeding in die beweging na inklusiewe opvoeding stel uitdagings aan opvoederondersteuning om opvoedingsveranderinge in Suid-Afrika te fasiliteer. Die voorgestelde skakel tussen effektiewe opvoedingstransformasie en die verstaan en bestuur van verandering het by dié navorser die begeerte aangewakker om 'n indiensopvoeding- en -opleidingsprogram vir opvoeders te ontwikkel binne die konsep van heelskoolontwikkeling. So 'n program sou die gelyktydige ontwikkeling van die individu se bevoegdheid en van die skool as organisasie kon verseker. Die eerste fase van die studie het die ontwikkeling van 'n spesifieke indiensondersteuningsprogram vir opvoeders behels wat daarop gemik is om die geïdentifiseerde behoeftes van 'n spesifieke teikengroep opvoeders aan te spreek om opvoedingstransformasie binne 'n inklusiewe omgewing te fasiliteer. Die primêre fokus van die studie was die ontwikkeling van opvoedersbevoegdhede wat opvoeders sou help om opvoedkundige veranderinge te hanteer deur middel van die vestiging van skoolgebaseerde ondersteuningspanne. Die inhoud is gebaseer op 'n omvattende oorsig van die literatuur oor individuele en institusionele ontwikkeling. Dit is byeengebring in vier modules (Module een: verandering, oorgang, hersiening en verduideliking van visie en missie; Module twee: leierskap, spanwerk en ondersteuning; Module drie: organisatoriese verandering, die leerorganisasie en organisatoriese kultuur; Module vier: aanwending). In die tweede fase is 'n evalueringsnavorsingsontwerp gebruik om 'n omvattende evaluering van die program uit te voer met die doelom oordele te vel (vanuit 'n rekenskapgewende perspektief) om programverbetering te fasiliteer (vanuit 'n ontwikkelingsperspektief) en om kennnis te genereer (vanuit die perspektief van akademiese waarde). Die program is in tien sessies van drie uur elk oor 'n periode van sewe maande aangebied. Gedurende en na hierdie periode is kwantitatiewe en kwalitatiewe data verkry en gekombineer om data van hoër gehalte vir die identifisering van uitkomste te verseker. 'n Interpretatiewe weergawe van inhoudsanalise is aangewend om patrone te identifiseer waaruit subkategorieë, kategorieë en 'n hooftema saamgestel is. Die program het daarin geslaag om die hoofdoel te bereik, naamlik om die totstandbring van skoolgebaseerde ondersteuningspanne te fasiliteer: 95% van die skole wat aan die program deelgeneem het, het skoolgebaseerde ondersteuningspanne begin. Die program het ook bygedra tot die ontwikkeling van persoonlike en professionele bekwaamheid in opvoeders wat hulle gehelp het om opvoedkundige verandering te hanteer. Deelnemers het beduidende positiewe veranderinge in hul eie denke en persepsies ondervind rakende inklusiewe opvoeding, opvoedkundige verandering, ondersteuning en spanwerk. Hulle het verstaan waarom hulle moes verander, en het 'n beter begrip ontwikkel ten opsigte van die hantering van die uitwerking van verandering. Uit die geïdentifiseerde patrone is subkategorieë van persoonlike, professionele en skoolontwikkeling saamgestel. Verandering het as die oorkoepelende hooftema te voorskyn gekom. Ingebed hierin was die rolle van die fasiliteerder en van transformatiewe leer. Die navorsingsbevindinge bevestig dat die probleem op toepaslike wyse gekonseptualiseer is en dat die ontwerp van die program die deelnemers se behoeftes op gepaste wyse aangespreek het. Respondente het gerapporteer dat hulle oor meer kennis beskik en vaardiger is en dat hulle positiewe veranderinge in hul houdinge ervaar het. Hierdie persoonlike veranderinge het bygedra tot beter opvoedkundige dienslewering en verbeterde skole. Hierdie studie het aangetoon dat opvoeders die nodige ondersteuning kan kry om opvoedkundige verandering te kan hanteer deur middel van 'n indiensondersteuningsprogram wat behoeftegedrewe is en wat terselfdertyd fokus op individuele en organisatoriese ontwikkeling.
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Reubsaet, Astrid. "Development and evaluation of a school-based organ donation education programme." [Maastricht : Maastricht : Universiteit Maastricht] ; University Library, Maastricht University [Host], 2004. http://arno.unimaas.nl/show.cgi?fid=6047.

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Books on the topic "School education programme"

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Manitoba. Bureau de l'éducation française. Education musicale: Programme d'études. Education et Formation professionnelle Manitoba, 1992.

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Office, Northern Ireland Audit. The pre-school education expansion programme: Report. Stationery Office, 2009.

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Office, Northern Ireland Audit. The pre-school education expansion programme: Report. Stationery Office, 2009.

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Rogers, Bill. Behaviour recovery: A whole-school programme for mainstream schools. Australian Council for Educational Research, 1994.

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Building on success: An evaluation of the junior certificate school programme. Stationery Office, 2005.

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yliopisto, Jyväskylän, ed. Evaluation of a school oral health education programme in Tanzania. University of Jyväskylä, 1995.

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North-Eastern Education and Library Board. Pre-school expansion programme: Pre-school education development plan, phase 4: 2001/2002. NEELB, 2000.

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Programme, World Food. Food aid works for education. World Food Programme, 1990.

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Wilkins, Carmen. The Challis Transition Programme: A school-based transition initiative. Early Childhood Branch, Education Dept. of Western Australia, 1985.

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Aggarwal, Yash. Regaining lost opportunity: The malaise of school inefficiency. Educational Consultant[s] India on behalf of the Dept. of Elementary Education and Literacy, Ministry of Human Resource Development, and National Institute of Educational Planning and Administration, New Delhi, 2002.

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Book chapters on the topic "School education programme"

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Leighton, Ralph, and Laila Nielsen. "Theoretical Programme in Mainly Pre-university School." In The Citizen in Teaching and Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38415-9_7.

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Rennstam, Jens, and Peter Svensson. "The rise and fall of a management education programme." In The Corporatization of the Business School. Routledge, 2017. http://dx.doi.org/10.4324/9781315640594-10.

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Ettinger, Andrew, John Cronin, and Maggie Farrar. "Education Development Trust’s Schools Partnership Programme: A Collaborative School Improvement Movement." In School Peer Review for Educational Improvement and Accountability. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48130-8_9.

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Shin, Hyunjung, and Kaitlyn Robertson. "Immigrant and Minority Parent Engagement: A Participatory Approach in Pre-service Teacher Education Programme." In Home-School Relations. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0324-1_15.

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Carlsten, Tone Cecilie, and Jørgen Sjaastad. "A State-Run School Library Programme in Norway." In Teacher and Librarian Partnerships in Literacy Education in the 21st Century. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-899-0_7.

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Healy, Caroline, and John Lydon. "Shepherding Talent—An Informal Formation Programme for Aspiring Catholic School Leaders." In Irish and British Reflections on Catholic Education. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-9188-4_13.

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Noble, Toni, and Helen McGrath. "Making It Real and Making It Last! Sustainability of Teacher Implementation of a Whole-School Resilience Programme." In Resilience in Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76690-4_17.

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Xu, Liton Weili. "Cultural Diversity in a School-to-Work Transition Programme for Undergraduate Students." In Technical and Vocational Education and Training: Issues, Concerns and Prospects. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5107-1_11.

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Stojacic, Isidora. "PA4ALL—Innovative Learning Methods for Education in Agriculture: An ICT Based Learning Programme for High Schools." In Springer Series in Design and Innovation. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78733-2_8.

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AbstractPA4ALL addresses the topic of introducing precision agriculture tools in high schools specialised in agriculture, exploring the benefits of using the ICT in the field and encouraging high school students to uptake new trends and innovations.
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Treagust, David F., A. L. Chandrasegaran, Lilia Halim, Eng-Tek Ong, Ahmad Nurulazam Md Zain, and Mageswary Karpudewan. "Understanding of Basic Particle Nature of Matter Concepts by Secondary School Students Following an Intervention Programme." In Concepts of Matter in Science Education. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-5914-5_6.

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Conference papers on the topic "School education programme"

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González, Manuel Joaquín Fernández, Svetlana Surikova, and Tamara Pigozne. "Adaptation of a Teacher Training Programme for Character Education to the Latvian Context." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.01.

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This paper presents an analysis of the quality of the adaptation of the transnational teacher training programme for character education “Arete catalyst” to the socio-cultural context of Latvia. Based on the theory of cultural adaptation of educational programmes, and on a qualitative analysis of documentary sources, the quality of the adaptation was discussed by comparing the features of the adapted programme with Latvian societal needs and policy makers’ guidelines for character education (research question 1), and with the legal and institutional requirement for teacher training (research question 2). The findings revealed that the adapted Latvian programme responds widely to the needs of Latvian society and of the educational sector regarding character and virtue education, and addresses values and virtue education, as foreseen in the governmental guidelines for upbringing at school. It also complies with the Law of Education and the regulations of the Cabinet of Ministers regarding the professional development of teachers, and with the rules for approval and implementation of teacher training programmes at the University of Latvia. The adaptation process described can be useful for academics adapting existing programs to new socio-cultural contexts. This work should be continued by piloting and refining the adapted programme.
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Sullivan, K., J. R. Byrne, N. Bresnihan, K. O'Sullivan, and B. Tangney. "CodePlus — Designing an after school computing programme for girls." In 2015 IEEE Frontiers in Education Conference (FIE). IEEE, 2015. http://dx.doi.org/10.1109/fie.2015.7344113.

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Marinič, Peter, and Jan Válek. "TRANSFORMATION OF THE FRAMEWORK EDUCATION PROGRAMME TO THE SCHOOL EDUCATION PROGRAMME WITH THE FOCUS ON EDUCATION OF ECONOMIC SUBJECTS IN CZECH REPUBLIC." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1301.

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Thaba-Nkadimene, Kgomotlokoa Linda, and Disego Vincentia Thobejane. "MENTORING EXPERIENCE OF STUDENT PRINCIPALS IN SOUTH AFRICAN SCHOOL LEADERSHIP PROGRAMME." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1631.

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Subodh Kadu, Mrs Sai, and Dr Shefali Pandya. "Personal Effectiveness Programme for Ashram School Students: A Mixed Method Research." In Annual International Conference on Education & e-Learning. Global Science & Technology Forum (GSTF), 2014. http://dx.doi.org/10.5176/2251-1814_eel14.40.

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Tsoi, Ho-Leung. "Logical Soft Systems Modelling for Programme Development: An Action Research." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2779.

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Business Information Systems education-such as majoring in Business Computing, E-Commerce and Business Computing, and Information Systems--is the basic foundation of all Information Systems professionals. So good planning of these programmes is an indispensable element in the development of computing disciplines. The traditional ways of planning an education programme are mainly based on understanding the goals and including appropriate teaching modules to fulfil the requirements. The major drawback of this development methodology is that the importance of different (though relevant) modules in the development process may be undermined. For instance, human and environmental factors are fundamental to planning an education programme and must be taken into account. Soft Systems Methodology (SSM) is a well-known model for information system design. This paper proposes to see an education programme as a system and adopts the soft systems concept to represent the design of the programme. Based on the soft systems concept, a new methodology, named Soft Systems Programme Planning Methodology (SSPPM), for programme planning is proposed to support designing and planning a new postsecondary programme. The SSPPM not only considers all relevant facets, but it also helps the school management to clarify the connectivity of the elements in the design of a programme.
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Baloh, Peter, Talib Damij, and Peter Vrecar. "Marketable Unique and Experiential IT-Skills Education for Business Students." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2987.

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Educational programme for lab-lectures of Business Information Systems module is presented. There, first year undergraduate business students of Faculty of Economics Ljubljana University Business School acquire important hands-on knowledge, which is expected from them by future employers in business practice and by lecturers during their studies. The programme evolved over a course of years of instructors performing both seminars and consulting in real-life businesses and performing lab lectures in afore mentioned institution. The content is strategically rooted in combination of market- and resource-based view of the programme, and nature of performing the lectures is based on experiential education. Content of the programme along with mode of delivery (experiential learning) are presented.
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Thaba, Kgomotlokoa, and Disego Thobejane. "INFORMATION COMMUNICATIONS TECHNOLOGY’S COMPETENCIES BY THE LIMPOPO’S SCHOOL PRINCIPALS: EVALUATION STUDY OF SCHOOL LEADERSHIP AND DEVELOPMENT PROGRAMME IN SOUTH AFRICA." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1505.

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Cardoso, Ana Paula, Manuela Ferreira, Sofia Campos, João Duarte, Cláudia Chaves, and Sara Felizardo. "EMOTIONAL COMPETENCES AND PROMOTION OF SCHOOL SUCCESS: PRELIMINARY DATA OF AN INTERVENTION PROGRAMME WITH TEACHERS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1209.

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Dominjon, Christine. "INNOENERGY PHD SCHOOL PROGRAMME : FROM RESEARCHER TO ENTREPRENEUR. FROM THE LAB TO THE MARKET." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1324.

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Reports on the topic "School education programme"

1

Bender, Louis W., and Beatrice J. Farr. Job Skills Education Program: Plan for High School Diploma. Defense Technical Information Center, 1985. http://dx.doi.org/10.21236/ada162670.

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Thomson, Sue. PISA 2018: Australia in Focus Number 1: Academic resilience among Australian students. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-624-6.

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Socioeconomically disadvantaged students (i.e. those whose scores on a constructed measure of social and cultural capital are below a specified cut-off, usually the 25th percentile) have been found to be more likely to drop out of school, repeat a grade, achieve lower levels at senior secondary school, and score lower on tests such as the Programme for International Student Assessment (PISA). Despite this association between socioeconomic disadvantage and poorer outcomes related to education, a percentage of students who come from disadvantaged backgrounds enjoy success at school. This apparent success despite the odds is of interest to researchers and educators alike – what, if any, characteristics do these academically resilient students share, why might this be and what can we learn from this group of students, however small, that might assist in improving outcomes for all students, regardless of their socioeconomic background?
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Neumark, David, and Donna Rothstein. School-to-Career Programs and Transitions to Employment and Higher Education. National Bureau of Economic Research, 2003. http://dx.doi.org/10.3386/w10060.

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Riise, Julie, Rita Ginja, and Signe A. Abrahamsen. School health programs: education, health, and welfare dependency of young adults. The IFS, 2021. http://dx.doi.org/10.1920/wp.ifs.2021.2021.

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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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Hauth, Nancy. Special Focus Programs, Magnet Programs and Schools, and Early Childhood Education Centers: Equal Access in Portland Public School's Elementary Options. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7461.

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Bonilla-Mejía, Leonardo, and Erika Londoño-Ortega. Geographic Isolation and Learning in Rural Schools. Banco de la República, 2021. http://dx.doi.org/10.32468/be.1169.

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Rural schools are usually behind in terms of learning, and part of this could be related to geographical isolation. We explore this hypothesis, assessing the effect of distance between rural schools and local governments on learning in Colombia. We use spatial discontinuous regression models based on detailed administrative records from the education system and granular geographic information. Results indicate that distance to towns and Secretary of Education has significant negative effects on students’ standardized test scores. We evaluated alternative mechanisms, finding that the effect of distance is partly explained by differences in critical educational inputs, such as teachers’ education attainment and contract stability. Finally, we assess the mediating role of a program providing monetary incentives to teachers and principals in remote areas.
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Lavadenz, Magaly, Elvira Armas, and Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

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Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.
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Greene, William. A Study of the Career Education Program at Mountain View Intermediate School, Beaverton School District #48, Beaverton, Oregon. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2030.

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Barrera-Osorio, Felipe, Paul Gertler, Nozomi Nakajima, and Harry A. Patrinos. Promoting Parental Involvement in Schools: Evidence from Two Randomized Experiments. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/060.

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Parental involvement programs aim to strengthen school-home relations with the goal of improving children’s educational outcomes. We examine the effects of a parental involvement program in Mexico, which provides parent associations with grants and information. We separately estimate the effect of the grants from the effect of the information using data from two randomized controlled trials conducted by the government during the rollout of the program. Grants to parent associations did not improve educational outcomes. Information to parent associations reduced disciplinary actions in schools, mainly by increasing parental involvement in schools and changing parenting behavior at home. The divergent results from grants and information are partly explained by significant changes in perceptions of trust between parents and teachers. Our results suggest that parental involvement interventions may not achieve their intended goal if institutional rules are unclear about the expectations of parents and teachers as parents increase their involvement in schools.
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