Academic literature on the topic 'School infrastructure development'
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Journal articles on the topic "School infrastructure development"
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Ghosh, Shovan, Sanat Kumar Guchhait, and Susmita Sengupta. "Measuring Spatiality in Infrastructure and Development of High School Education in Hooghly District of West Bengal, India." Space and Culture, India 6, no. 1 (June 28, 2018): 51–71. http://dx.doi.org/10.20896/saci.v6i1.331.
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An increasing access and enrolment do not necessarily ensure school effectiveness or educational progress. They are, of course, other parameters of development of education, rather than being measures of standards of quality education. The present paper opts to scrutinize whether infrastructural development in schools at all ensures good educational development or not. To accomplish this, Education Infrastructural Index has been prepared through Access, Facility and Teacher Index whereas a combination of Enrollment Index and Literacy Index gave rise Educational Development Index. The study reveals that accessibility factor begets a division within rural spaces in the form of backward rural, rural and prosperous rural that manifests through the availability of the teachers and facilities. In the urban areas, wherein accessibility is not a matter of concern, facilities and teachers matter in making difference between the less developed and developed urban areas. The higher Educational Development Index at the non-rural areas indicates town- centric nature of the development of our educational system. Superimposition of the infrastructural and developmental parameters revealed that good infrastructure does not always ensure good educational achievement. In the light of these backdrops, the key purpose of this article is to measuring spatiality in infrastructure and development of high school education in Hooghly District of West Bengal, India.
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Kamau, Stephen J., Charles M. Rambo, and John Mbugua. "Primary schools’ development in Somaliland – The role of Community Education Committees." Rwanda Journal of Social Sciences, Humanities and Business 2, no. 2 (April 5, 2021): 6–24. http://dx.doi.org/10.4314/rjsshb.v2i2.2.
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The study sought to determine the methods used to participate the community in school infrastructure projects. It also examined the extent and effectiveness of the community education committee participation process. Done as a cross-sectional survey using mixed methods of inquiry, the study targeted 1002 respondents consisting of 920 headteachers and 82 officers in charge of District Education (DEOs) in Somaliland. The sample comprised 257 headteachers and 22 DEOs. Multi stage sampling was used. Purposive sampling was used to draw a sample of regions, stratified random sampling to draw a sample of headteachers while simple random sampling was used to draw a sample of DEOs. Pilot testing of the questionnaire was done on 28 headteachers. DEOs were interviewed while Headteachers filled questionnaires. Reliability of the questionnaire was ensured using Cronbach alpha. Empirical literature review, peer review and pilot testing were used to ensure validity. The response was received from 20 DEOs and 247 headteachers. Thematic analysis was used to analyse interview data collected from DEOs. Headteachers data collected by questionnaire were analysed using descriptive statistics. Participating the community in decision-making, offering free labour and and fundraising were the leading methods of participating communities in school infrastructure projects. Communities perceived full ownership of completed school infrastructure projects. Community members were satisfied with the schools‘ participation process. Most schools had realized their community participation goals. The CEC process was just one of the numerous ways the community participated in school infrastructure projects. The CEC participation method was largely working and realising its goals. More school development could be realised if the CEC participation process was further strengthened.
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Ybnu Taufan, Muhammad. "Professional Development of Teachers, Competencies, Educational Facilities and Infrastructure on Teacher Performance and Learning Achievement of High School Students in Makassar City." Golden Ratio of Social Science and Education 2, no. 1 (March 3, 2022): 24–38. http://dx.doi.org/10.52970/grsse.v2i1.168.
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This study aims to analyze teacher professional development, competence, educational facilities, and infrastructure that affect teacher performance and high school student learning achievement. The population in this study was all teachers from five public high schools and five private high schools, with 183 teachers as samples. The analytical model used in this study is a structural equation model (SEM) using the AMOS program. The results showed that teacher professional development has no significant effect on the performance. Competence, educational facilities, infrastructure, and teacher professional development, have a positive and significant effect on teachers' performance. Competence has no significant impact on the performance of teachers. Educational facilities and infrastructure have a positive and significant effect on student learning achievement. Teacher performance has a positive and significant effect on students' learning achievement. Teacher professional development has a positive and significant effect on the learning achievements of high school students through teacher performance. Competence has a positive and significant effect on the learning achievement of high school students through teacher performance. Educational facilities and infrastructure have a positive and significant effect on the learning achievements of high school students through teacher performance.
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Nugroho, Sidiq Suryo. "THE ROLES OF BASIC INFRASTRUCTURE ON POVERTY ALLEVIATION IN INDONESIA." Kajian Ekonomi dan Keuangan 19, no. 1 (November 1, 2016): 27–44. http://dx.doi.org/10.31685/kek.v19i1.19.
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The effect of infrastructure on poverty has been studied many times by researchers, but investigation about the transmission channel of infrastructure's effect on poverty needed more investigation due to more specific policy compiling. The aim of this present study is to investigate the role of basic infrastructure to fight the poverty by depicting the relationship of lenght of road, electricity transmission, clean water distribution, number of health care center, and number of school in particular areas with the poverty rate in Indonesia. This present study uses simple regression method, using panel data from 26 province level for year 2000-2008 in Indonesia. The result of this study reveals that road, electricity transmission, number of health care center, and number of school have an impact on poverty rate through economic growth which is proxied by human development index (HDI), in the other words the relationship between infrastructure and poverty is indirect relationship. Thus, if the Indonesian government is serious about reducing poverty, then the policy should give more emphasis on the poor and provide them with those basic infrastructures; and also have to improve the accessibility of the infrastructures for the poor people although its effect is indirectly.
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Bopape, Johannah. "SWOT Analysis of Selected Schools involved in Greening and Sustainable Development Programmes." Southern African Journal of Environmental Education 38, no. 1 (October 31, 2022): 36–59. http://dx.doi.org/10.4314/sajee.v38i1.04.
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This study aimed to explore the strengths, weaknesses, opportunities and threats in greening schools for sustainable development in Tshwane North District in Gauteng Province of South Africa. The research considered whether contextual factors hinder schools from effectively greening their schools for sustainable development. This research is qualitative and employed focus group interviews and observation. The study was undertaken with purposefully sampled members of the school management team and school governing body at three primary schools. Data was analysed through thematic content analysis. The major finding of the study was that school funds were swiftly depleted on resources such as water, energy, paper and equipment. Furthermore, contextual factors emerged emanating from little knowledge of greening and sustainability practices by school role players and a lack of policy framework on how sustainable development and greening schools should be implemented. The findings suggest the creation of an integrative assessment of greening school policies and strategies that embrace a practical activity plan for curriculum and infrastructure to monitor school resource management.Keywords: green school; sustainable development, school role players; Sustainable Development Goals
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Setyawan, Dody, and Firman Firdausi. "Formulasi Kebijakan: Tahap Agenda Setting Pendirian Sekolah Menengah Pertama Negeri di Kota Batu." JIAP (Jurnal Ilmu Administrasi Publik) 9, no. 2 (December 17, 2021): 126. http://dx.doi.org/10.31764/jiap.v9i2.5224.
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The vision and mission of the Regional Head is one of the keys to the success of development in this city. One aspect that is of concern to the government is education as a form of human resource development. Zoning has an impact on the affordability of students to schools, especially public schools. This indirectly affects the capacity of the school. This study aims to determine the urgency of developing junior high school (called SMP) infrastructure with state status in the agenda setting stage. This research using mixed methods and interactive model data analysis. Interactive data analysis are popularized by Miles, Huberman and Saldana (2014), the result is that the infrastructure development of public junior high schools is needed, especially in areas affected by zone-political.
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Ansari, Abdul Aziz, M. Abdul Rehman, Ahmad Waqas, and Shafaq Siddiqui. "Spatial Data Analysis: Recommendations for Educational Infrastructure in Sindh." Sukkur IBA Journal of Computing and Mathematical Sciences 1, no. 1 (June 30, 2017): 96. http://dx.doi.org/10.30537/sjcms.v1i1.12.
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Analysing the Education infrastructure has become a crucial activity in imparting quality teaching and resources to students. Facilitations required in improving current education status and future schools is an important analytical component. This is best achieved through a Geographical Information System (GIS) analysis of the spatial distribution of schools. In this work, we will execute GIS Analytics on the rural and urban school distributions in Sindh, Pakistan. Using a reliable dataset collected from an international survey team, GIS analysis is done with respect to: 1) school locations, 2) school facilities (water, sanitation, class rooms etc.) and 3) student’s results. We will carry out analysis at district level by presenting several spatial results. Correlational analysis of highly influential factors, which may impact the educational performance will generate recommendations for planning and development in weak areas which will provide useful insights regarding effective utilization of resources and new locations to build future schools. The time series analysis will predict the future results which may be witnessed through keen observations and data collections.
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M Saway, M. Hijrah. "Manajemen Pengembangan Sarana dan Prasarana dalam Implementasi Manajemen Berbasis Sekolah di MA Al-Falah Nagreg." MANAZHIM 1, no. 2 (August 7, 2019): 72–103. http://dx.doi.org/10.36088/manazhim.v1i2.205.
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Facilities and infrastructure are one of the aspect which is needed to be concerned in implementing Management Based School and the foundation is the authority and responsibility of the school. This research is the field research that was chosen by purposive. The purpose of this research is to analyze the results of research relating to planning, implementing, monitoring the problems and efforts to handle the problems in implementing the facilities and infrastructure at school. In this research, the writer uses descriptive analysis method that is started with observing, interviewing, and documenting as the steps of data collection to collect all sources that related to problems of the research. Then, the writer verifies the accurancy of the data using the technic of triangulism. After doing this research, the writer concludes that: Management based school means the changing in taking adjusments from the education center to the school. The planning of implementation the facilties and infrastructure starts with analyzing the needs, doing survey, choosing the main need and implementing educational specification, The implementation of development facilities and infrastructure is carried out through assistance of school’s comitee, students’ parents and government. The supervision of development facilities and infrastructure is done through a directly approach and non directly approach. The hading problems in implementing facilities and infrastructure is the lack of involvement of businessmen in educational environments, lack of the skills in schools; managerial comitee, lack of the competency of the students’ parents and society, and the lack of involvement of the students in the process of maintaining the facilities and infrastructure in the school. The efforts that have been done to handle this problems in implementing facilitites and infrastructure is personal coaching personnel, improving the management’s quality, developing the main commitment with the students; parents and prospective students, and also making the relation together with another school.
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Shaaban, Khaled, and Khadija Abdur-Rouf. "Assessing Walking and Cycling around Schools." Sustainability 12, no. 24 (December 18, 2020): 10607. http://dx.doi.org/10.3390/su122410607.
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To encourage students to walk and cycle to school and ensure their health and safety, it is essential to provide safe and operationally efficient infrastructure around schools. This study used an audit tool to assess the infrastructure and environment around schools in the city of Doha, Qatar, with a particular emphasis on active transport (walking and cycling). The aim was to identify strengths, weaknesses, and areas for improvement. Twenty-two schools with varied education levels were assessed. Among all assessed categories, active transport items scored the lowest, requiring the most improvements. A detailed analysis was conducted based on school type (elementary, primary, high, and mixed-schools) and revealed similar results except for elementary schools (scored acceptable for active transport). The study revealed that adding bike lanes, installing bicycle parking, and providing good separation of travel modes are the most needed improvements at school sites. In summary, improving active transport could significantly improve the overall quality of the infrastructure around schools in Qatar. Such improvements could greatly encourage more school children to walk and cycle to school instead of being primarily dropped-off and picked up by their parents’ vehicles or school buses.
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Yusran, Yusran. "Teacher Performance and Learning Achievement on Educational Facilities of High School Students." Jurnal Paedagogy 9, no. 3 (July 21, 2022): 591. http://dx.doi.org/10.33394/jp.v9i3.5307.
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The purpose of this study was to examine the Professional Development of Teachers, Competencies, Educational Facilities and Infrastructure on Teacher Performance and Learning Achievement of High School Students. The population in this study were all teachers from 5 public high schools and 5 private high schools in the education unit of the Makassar City Education and Culture Office, sample of 183 teachers. The analytical model used in this research is descriptive quantitative and Structural Equation Model (SEM) using the AMOS program. The results showed that teacher professional development had a positive and insignificant effect on teacher performance. Competence has a positive and significant effect on teacher performance. Educational facilities and infrastructure have a positive and significant effect on performance. Teacher professional development has a positive and insignificant effect on student achievement. Competence has a positive but not significant effect on teacher performance. Educational facilities and infrastructure have a positive and significant effect on student learning achievement. Teacher performance has a positive and significant effect on student achievement. Teacher professional development has a positive and significant effect on student learning achievement through teacher performance. Competence has a positive and significant effect on student achievement through teacher performance. Educational facilities and infrastructure have a positive and significant effect on learning achievement of high school students in Makassar City through teacher performance.
Dissertations / Theses on the topic "School infrastructure development"
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Brooks, James Raymond 1973. "Rapid development of a wireless infrastructure monitoring system." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/34744.
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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management; and, (S.M.)--Massachusetts Institute of Technology, Dept. of Civil and Environmental Engineering; in conjunction with the Leaders for Manufacturing Program at MIT, 2004.Page 146 blank.
Includes bibliographical references (p. 107-108).
Much academic literature exists in the fields of Product Development and Project Management. This thesis uses the framework provided by the literature to analyze a case study development project which the author led from January through August of 2003. The phases of the product development process are investigated as is the scheduling of the project. The case study project was an effort to develop a system to measure minute settlements in an existing London Underground subway tunnel as new tunneling work was taking place below it. The system developed would use wireless technology for its data communication. This development project was a part of a larger initiative to promote low-cost, low-impact wireless monitoring systems for ageing infrastructure. It was funded by the Cambridge-MIT Institute (CMI). Particular attention is paid in this thesis to the role uncertainty played in the development process. The importance of using flexibility in addressing uncertainty is highlighted. The relatively new field of Real Options is employed to frame the flexibility and uncertainty issues in an analytic light.
by James Raymond Brooks.
S.M.
M.B.A.
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Wagner, James Bartley. "Impact of the location of new schools on transportation infrastructure and finance." Thesis, Atlanta, Ga. : Georgia Institute of Technology, 2009. http://hdl.handle.net/1853/28096.
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Zivave, Takavada. "Teacher perceptions of changes in school infrastructure and how these impact on their teaching practice." Thesis, Federation University Australia, 2021. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/182582.
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The impetus of this study comes from the 2009 Commonwealth Government of Australia’s $16.2 billion investment in school infrastructure under the Building the Education Revolution (BER) program. The BER program was supposed to stimulate the economy through creating construction jobs by building schools and ensuring that workers had jobs during the global financial crisis. Provision of learning spaces and learning space design was secondary to this need to create construction jobs. This thesis aimed to explore the teaching activity using an activity system based on Cultural-Historical Activity Theory (CHAT) (Engestrom, 1987) with the intent of bringing out or exposing the contribution made by the BER school infrastructure program on teaching especially around issues of pedagogy, teamwork, wellbeing, collaboration and interactions with students. Using a mixed-methods approach, the study utilised three sources of data, document analysis, online survey responses and focus group interviews. In the first phase, data were collected using a document analysis, this information guided the design of the online survey instrument, which was used to collect data in the second phase. Data collected using both the document analysis and online survey responses were used in the third phase, which involved focus group interviews. The data analysis involved identifying, grouping together and labelling document analysis, data from the online survey and transcripts of focus group interviews. These were coded and organised into themes, or units of meaning. The quantitative data was presented in frequency tables and descriptive statistics. This quantitative data was corroborated with extracts from focus group interviews and document analysis data where possible. The study’s findings demonstrated that school infrastructure supports teacher collaboration by allowing for team planning and co-teaching. Furthermore, the study revealed a link between teacher collaboration and teacher wellbeing. The study findings indicate that when teachers plan together and co-teach, their workload is reduced contributing positively to teacher wellbeing. The study suggests that a relationship exists between school infrastructure and student-teacher interactions, which serves to reduce negative interactions when dealing with outside classroom behaviour. The present study seeks to generate insights that, while unique to participants and individuals, are anticipated to be of interest to teachers more broadly. Potentially, the findings from this study could inform other educational contexts, for example, school architectural designers. Significantly, this research seeks to contribute to literature on the importance of school infrastructure on teacher performance ultimately improving student-learning outcomes.Doctor of Philosophy
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Hollander, Marnix E. (Marnix English). "Evaluating future biopharmaceutical inspection needs, infrastructure capability gaps, and technology development strategies." Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/74919.
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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering; and, (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management; in conjunction with the Leaders for Global Operations Program at MIT, 2012.Cataloged from PDF version of thesis. Page 70 blank.
Includes bibliographical references (p. 61-62).
The biotechnology industry is undergoing a paradigm shift in the properties of the manufactured drug product. As therapeutic protein formulations change from agonist to antagonist methods of action, the concentration of proteins in each dose increased by orders of magnitude, and with it, the challenge of producing and inspecting the product. Current inspection technologies meet the requirements to properly inspect the existing drug product portfolio, but as new pipeline drugs enter commercial manufacturing, inspection will become a pressing issue from operational efficiency, compliance, and quality standpoints. It is known that the properties of some of these pipeline products render them "uninspectable" by currently installed Automatic Visual Inspection Machines (AVIMs) but the scale and scope of the challenge is not well defined currently. The process and approach outlined in this research focuses on distilling large datasets of future product forecasts together with product attributes and infrastructure capability to generate a quantitative understanding of the future challenge. Through this research, product attributes critical to inspection such as viscosity, presentation, and protein aggregation, are identified for each commercial and pipeline drug product. These attributes are paired with production forecasts to generate attribute focused inspection requirements through 2020, which are then mapped against current capabilities. Gaps identified between requirements and current infrastructure capabilities are determined and the scale quantified. These capability gaps are then segmented by potential solutions, complexity of solutions, and cost of inaction in order to give Amgen the best foresight into future decisions and investments. Based on the gaps identified and near term engineering challenges, several solutions are developed, proposed, and tested throughout the internship. These include the use of Surface Acoustic Waves (SAW) to agitate heavy particles into suspension through acoustic streaming, enhanced lighting and imaging techniques to better identify particles, and segmented machine vision algorithms. These approaches are part of a larger portfolio of technical solutions which must be developed to address future product attributes which render current inspection processes ineffective.
by Marnix E. Hollander.
M.B.A.
S.M.
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Robinson, Blake. "Decoupling infrastructure services from unsustainable resource use : cases from Cape Town." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6552.
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Hyman, Katherine. "Economic development, decoupling and urban infrastructure : the role of innovation for an urban transition in Cape Town." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6464.
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Thesis (MPhil)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: This thesis investigates the case of the Cape Town Central City Provincial Government Revitalisation Initiative (CCPGRI) as a means to further understanding of socio-technical transitions. The departure point for this research is the recognition that the current economic growth and development trajectory is unsustainable. Despite this, deeply institutionalised frames of reference for decision-making reinforce and perpetuate the utilisation of (incumbent) sociotechnical systems which diminish finite resources and deteriorate eco-system services. The theoretical notion of decoupling, however, offers an alternative economic development paradigm. Decoupling has been identified, within this thesis, as the guiding framework through which adaption strategies should be carried out. This was indentified through a comprehensive literature review and an assessment of Cape Town's critical networked infrastructure. Networked infrastructure conveys flows of resources across vast urban spaces, in a linear configuration, thus conditioning resource flows and consumption. The case of Cape Town, however, illustrates that a linear configuration of infrastructure is both financially and environmentally unsustainable. Moreover, the case provides the empirical evidence for decoupling, reinforcing the argument for the adoption of the notion as an alternative development paradigm. Networked infrastructure has furthermore been identified as a socio-technical system, and therefore is considered as the component requiring a system transition and the subsequent intervention point for decoupling economic growth from resource consumption. From an implementation perspective, socio-technical system transitions, achieved through innovation, are the necessary component for realising sustainable urban development. It is argued that innovation, necessary for socio-technical system transitions, should be the product of sustainability-orientated innovation systems (SOIS's). SOIS's are implicitly linked to decoupling through the shared goal of enabling greater sustainability. The Cape Town CCPGRI has been extrapolated onto the multi-levelled perspective (MLP) model and is used to further understanding about how socio-technical system transitions are achieved. Findings indicate that socio-technical systems transitions are possible in urban areas that have multiple niche innovations developing simultaneously. Of significance is the presence of an intermediary, who is able to facilitate and manage the development of niche innovations emerging from SOIS's. It is therefore argued that high quality networking is critical for achieving socio-technical transitions which emerge from SOIS's.
AFRIKAANSE OPSOMMING: Hierdie tesis ondersoek die geval van die "Cape Town Central City Provincial Government Revitalisation Initiative" (CCPGRI) as 'n manier om die begrip van sosio-tegniese oorgange te bevorder. Die vertrek punt vir hierdie navorsing is die insig dat die huidige verloop van ekonomiese groei en ontwikkeling onvolhoubaar is. Ten spyte hiervan versterk en verleng geïnstitusionaliseerde verwysingsraamwerke vir besluitneming die gebruik van (opgelegde) sosiotegniese sisteme wat uitputbare bronne verminder en ekosisteem dienste laat agteruitgaan. Die teoretiese idee van ontkoppeling bied nogtans 'n alternatiewe paradigma vir ekonomiese ontwikkeling. Hierdie tesis identifiseer ontkoppeling as die rigtinggewende raamwerk waardeur aanpassing strategië uitgevoer behoort te word. Dit is geïdentifiseer deur 'n omvattende literatuurstudie en 'n beoordeling van Kaapstad se kritiese infrastruktuur netwerk. Netwerke van infrastuktuur vervoer die vloei van bronne in 'n liniêre konfigurasie oor wye stedelike ruimtes en kondisioneer daardeur die vloei en verbruik van bronne. Die geval van Kaapstad illustreer egter dat 'n liniêre konfigurasie van infrastruktuur beide finansieel en omgewingsverwant onvolhoubaar is. Verder voorsien hierdie geval die empiriese bewyse vir ontkoppeling en versterk daardeur die argument vir die aanvaarding van die idee as „n alternatiewe paradigma vir ontwikkeling. Infrastruktuur netwerke is verder geïdentifiseer as 'n sosio-teniese sisteem en word daarom geag as die komponent wat 'n sisteem oorgang vereis en die gevolglike punt van ingryping om ekonomiese groei van bron verbruik te ontkoppel. Uit „n implemetering oogpunt is die oorgang van sosio-tegniese sisteme, voltrek deur innovering, die noodsaaklike komponent om volhoubare stedelike ontwikkeling te realiseer. Daar word geredeneer dat innovering – noodsaaklik vir sosio-tegniese sisteem oorgang – die produk behoort te wees van volhoubaar georiënteerde innovering sisteme. Hierdie sisteme is implisiet verbind aan ontkoppeling deur die gedeelde doel om groter volhoubaarheid moontlik te maak. Die Kaapstadse CCPGRI is op die meervlakkige perspektief model ge-ekstrapoleer en is aangewend om begrip te bevorder van hoe sosio-tegniese sisteem oorgang bereik word. Bevindings dui daarop dat sosio-tegniese sisteem oorgang moontlik is in stedelike gebiede waar meervoudige niche innoverings gelyktydig ontwikkel. Die teenwoordigheid van 'n tussenganger, wat die ontwikkeling van niche innoverings wat voortspruit uit die volhoubaar georiënteerde innovering sisteme kan fasiliteer en bestuur, is belangrik. Daar word dus geredeneer dat hoë kwaliteit netwerk daarstelling krities is vir die uitvoer van sosio-tegniese oorgange wat uit volhoubaar georiënteerde innovering sisteme voortspruit.
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Mosehle, Molau Charles. "The perceptions, experiences and expectations of the school communities about the success of comprehensive schools in rural areas." Diss., Pretoria : ]s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-08112008-103219/.
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Schaffler, Alexis. "Enhancing resilience between people and nature in urban landscapes." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6473.
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Thesis (MPhil)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: The particular global context that is fundamentally altering the world is one in which the combined resource requirements of cities are unprecedented. This thesis communicates the thoughts, ideas and research observations on contemporary urbanisation dynamics through a synthesis of various perspectives. This conceptual fusion, as an attempt to provide a holistic overview of contemporary urban dynamics, forms the basis for developing a framework from which the multiple dimensions of cities can be addressed. This theoretical framework, which includes empirical analyses on the state of cities, is then applied to Johannesburg as a case study for deepening the understanding of urban dynamics and to assess implementation of the theoretical framework in reality. Despite being guided by the general aims of investigating current urban growth trends and the conceptual frameworks with which urban systems could be better understood, the complexity of the task at hand defied a static and linear research process. The ideas that emerged through the research journey, as opposed to a process, were synthesised using a literature review from which the framework of managing complex social-ecological systems was developed. Central to this framework is the metaphor of resilience, which through the idea of systemic adaptability, prioritises the need for both social and ecological opportunity to be enhanced. This is critical in the face of cross-cutting global challenges and in terms of cities as archetypical complex social-ecological systems. In reviewing literature on contemporary urbanisation dynamics, it was found that the socio-economic, spatial and ecological tensions characterising developing country cities, require strategies to enhance urban resilience rooted in local social and ecological capabilities that differ from developed nations’ contexts. These practical concerns were the catalyst for suggesting green infrastructure as a framework in which the joint social and ecological values of green assets are valued equally. This in line with the logic of enhancing a system’s overall systemic adaptability. The theoretical frameworks included in the literature review, therefore, emerged through the weaving back and forth of thoughts, debates and practical concerns about creating resilience between people and nature in the urban landscapes of developing countries The methodological implications of a green infrastructure framework resulted in the need to determine the total economic value of ecosystem services, as the benefits that society accrues through ecosystem functioning. Valuing both the social and ecological benefits of such ecosystem derivatives, not only relates to the concept of mutual resilience building, but makes the economic case for investment in natural assets. Through experience with this methodology, it emerged that valuation exercises of ecosystem services require primary research that connects physical data on ecosystem functioning to tangible economic values. In the chosen case study, however, this original research is yet to take place and methodologies for valuing Johannesburg’s green assets had to unfold based on data availability. The development of a methodology within a methodology is a major feature of this paper, which is guided by the logic that for overall systemic resilience to be sustained, investment in natural assets needs to explicitly account for the total economic values of ecosystem services. The conclusions suggest that Johannesburg is nevertheless in a unique position to capitalise on the concept of green infrastructure, from which social and ecological opportunity can be mutually enhanced. In a paradoxical way, the city’s tree-planting boom that resulted in the construction of the world’s largest urban forest in natural savannah grassland, has created inventories of ecological and social resilience that represent the multifunctional value of green assets, if valued explicitly. Recognition of these values shows that ecological assets extend beyond publicly delineated open space and that Johannesburg’s culture of greening is potentially playing a significant role in sustaining the resilience between its people and nature. However, until the detailed base research is conducted on the connections between Johannesburg’s green assets and their associated social and ecological dividends, these assets remain potential inventories of resilience whose values are yet to be fully determined. The recommendations of this thesis are therefore largely to strengthen the research and data bases on Johannesburg’s green assets. Original research is needed so that precise valuation exercises of Johannesburg’s ecosystem services can take place. This research is also the foundation from which a more robust and empirically sound case can be made for motivating investment in Johannesburg’s strategically unique green infrastructure, in the context of social-ecological challenges and the global movement towards green economies, jobs and cities.
AFRIKAANSE OPSOMMING: Die spesifieke globale konteks wat die wêreld ten diepste verander, is ’n konteks waarin die gekombineerde behoeftes van stede ongekend is. Deur ’n samevatting van verskeie perspektiewe bied hierdie tesis gedagtes, idees en navorsingswaarnemings oor die hedendaagse stadsdinamika. Hierdie samevoeging van konsepte, as ’n poging om ’n holistiese oorsig van hedendaagse stadsdinamika te bied, vorm die grondslag vir die ontwikkeling van ’n raamwerk van waaruit die veelvuldige dimensies van stede benader kan word. Hierdie teoretiese raamwerk, wat empiriese analises van die stand van stede insluit, word dan toegepas op Johannesburg as ’n gevallestudie om die stadsdinamika beter te verstaan en die gebruik van die teoretiese raamwerk in die praktyk te evalueer. Die gedagtes wat uit die navorsing voortgespruit het, word saamgevat deur ’n oorsig te gee van literatuur waaruit die raamwerk vir die bestuur van komplekse sosio-ekologiese sisteme ontwikkel is. Die kern van hierdie raamwerk is die metafoor van weerstandsvermoë (“resilience”) wat, deur die gebruik van die konsep sistemiese aanpasbaarheid, die behoefte aan sowel meer sosiale as ekologiese geleenthede as die belangrikste prioriteite identifiseer. Dit is deurslaggewend in die lig van deursnee- globale uitdagings en in terme van stede as argetipiese komplekse sosio-ekologiese sisteme. In die oorsig van literatuur oor die hedendaagse stadsdinamika is daar gevind dat die sosio-ekonomiese, ruimtelike en ekologiese spanning wat stede in ontwikkelende lande kenmerk, strategieë vereis wat stadsweerstand, wat uit plaaslike sosiale en ekologiese vermoëns spruit, sal verhoog. Hierdie praktiese kwessies was die katalisator om ’n groen infrastruktuur voor te stel as die raamwerk waarbinne die gesamentlike sosiale en ekologiese waardes van groen bates ewe veel waarde dra, wat in pas is met die logiese gedagte om ’n sisteem se algehele sistemiese aanpasbaarheid te verhoog. Die teoretiese raamwerk wat ingesluit is in die literatuur wat bestudeer is, het dus na vore gekom deur die uitruil van gedagtes, debatte en praktiese benaderings tot hoe weerstandigheid geskep kan word tussen mens en natuur in die stedelike landskappe van ontwikkelende lande. Die metodologiese implikasies van ’n groen infrastruktuur-raamwerk het dit noodsaaklik gemaak om die totale ekonomiese waarde van ekosisteemdienste, as die voordele wat die samelewing deur ekosisteme ontvang, te bepaal. Die belangrikste navorsing om letterlike inligting oor Johannesburg se ekosisteemdienste aan tasbare ekonomiese waardes te verbind, moet egter nog gedoen word, en metodologieë om die stad se groen bates te evalueer moet ontwikkel word afhangende van die beskikbaarheid van inligting. Die ontwikkeling van ’n metodologie binne ’n metodologie is ’n belangrike kenmerk van hierdie tesis, wat gelei word deur die logiese gedagte dat belegging in natuurlike bates baie duidelik die totale ekonomiese waarde van ekosisteemdienste moet bepaal as algehele sistemiese weerstandsvermoë gehandhaaf wil word. Die gevolgtrekkings dui daarop dat Johannesburg nietemin in ’n unieke posisie is om finansiële voordeel uit die konsep van ’n groen infrastruktuur te trek. Op ’n teenstrydige manier het die stad se grootskaalse poging om bome aan te plant, wat gelei het tot die wêreld se grootste stedelike woud in ’n natuurlike grasvlakte, inligting gebied oor ekologiese en sosiale weerstandigheid, en dit verteenwoordig die multifunksionele waarde van groen bates as daar uitdruklik waarde daaraan geheg word. ’n Erkenning van hierdie waarde wys dat ekologiese bates verder strek as ’n openbare afgebakende oop ruimte en dat Johannesburg se groen kultuur moontlik ’n deurslaggewende rol speel om die weerstandsvermoë tussen sy mense en die natuur volhoubaar te maak. Voordat noukeurige grondnavorsing oor die verband tussen Johannesburg se groen bates en hulle gepaardgaande sosiale en ekologiese voordele egter nie uitgevoer is nie, bly hierdie bates potensiële beskrywings van weerstandsvermoë waarvan die waarde nog nie ten volle bepaal is nie. Die aanbevelings van hierdie tesis is daarom hoofsaaklik dat navorsing voortgesit word, en dat die kennisgrondslag van Johannesburg se groen bates verbreed word sodat ’n presiese evaluering van ekosisteemdienste gedoen kan word as die grondslag van sterker en empiries gestaafde redes om in die stad se groen infrastruktuur te belê.
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Wenner, Fabian Volker Heinz-Wilhelm [Verfasser], Alain [Akademischer Betreuer] Thierstein, Bernhard [Gutachter] Scholl, Alain [Gutachter] Thierstein, and Gebhard [Gutachter] Wulfhorst. "Interrelations between Transport Infrastructure and Urban Development : The Case of High-Speed Rail Stations / Fabian Volker Heinz-Wilhelm Wenner ; Gutachter: Bernhard Scholl, Alain Thierstein, Gebhard Wulfhorst ; Betreuer: Alain Thierstein." München : Universitätsbibliothek der TU München, 2021. http://d-nb.info/1240384173/34.
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Clarke, Lyndwill. "The information and communication technology infrastuctures in public schools in the Western Cape : a case study." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3043_1298880204.
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This mini-thesis attempts to explain the Information and Communications Technology (ICT) infrastructure in public schools in the Western Cape. The mini-thesis uses the case study as research design to explore aspects such as the motivation for using ICT, funding models, infrastructure models, ICT curriculum integration and teacher development. In order to gather data on the above, interviews and observations are used as research tools. The study begins with the exploration of the history of ICT infrastructure in South African schools and subsequently an international perspective is added through the literature review. Officials and teachers of the Western Cape Education Department (WCED) were interviewed to obtain their perspectives and a school was visited to observe procured ICT infrastructure. The results revealed that the WCED is using the Khanya project to deliver an ICT infrastructure to schools and to provide facilitation in the integration of ICT into the curriculum. It further showed that due to the rapid change in technology, Khanya had to adapt the hardware configuration on a regular basis and that this put considerable strain on and already small budget for ICT. The challenge that emerged is the lack of adequate ICT training for teachers. This could potentially hamper the integration of ICT and if not addressed, could serious hamper the WCED in its quest to deliver a technology based curriculum. The study concludes with conclusions drawn for the data as well as recommendations for effective ICT integration.
Books on the topic "School infrastructure development"
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Ajanlekoko, Joseph Olusegun. Construction Development Bank: A panacea for affordable housing and infrastructure development in Nigeria at the 4th annual lecture of the school of environment technology Federal University of Technology, Akure, Nigeria on, 9th November, 2011. Nigeria: Construction Development Bank, 2011.
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South Carolina. General Assembly. Legislative Audit Council. Report to the General Assembly: A performance audit of the South Carolina Resources Authority Infrastructure Funding Program. Columbia, S.C: The Council, 1994.
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Structural limitations on policy implementation: Experience from infrastructure development in ward secondary schools in Morogoro municipality. [Mzumbe, Tanzania]: Mzumbe University, 2009.
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South Carolina. General Assembly. Legislative Audit Council. Report to the General Assembly: A review of South Carolina school bus operations. Columbia, SC: South Carolina Legislative Audit Council, 2001.
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Council, South Carolina General Assembly Legislative Audit. Report to the General Assembly: A management and performance review of the South Carolina Jobs-Economic Development Authority. [Columbia, S.C.] (620 Bankers Trust Tower, Columbia 29201): The Council, 1995.
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South Carolina. General Assembly. Legislative Audit Council. Report to the General Assembly: A review of selected operations of the State Housing Finance and Development Authority. Columbia, S.C: Legislative Audit Council, 2003.
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South Carolina. General Assembly. Legislative Audit Council. Report to the General Assembly: Education and safety issues at the South Carolina School for the Deaf and the Blind. Columbia, S.C: Legislative Audit Council, 2003.
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Council, South Carolina General Assembly Legislative Audit. Report to the General Assembly: A review of the higher education performance funding process. Columbia, S.C: Legislative Audit Council, 2001.
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South Carolina. General Assembly. Legislative Audit Council. Report to the General Assembly: A management review of the Charleston Naval Complex Redevelopment Authority. Columbia, S.C: Legislative Audit Council, 2000.
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South Carolina. General Assembly. Legislative Audit Council. Report to the General Assembly: A limited-scope review of long term care and related services for the elderly. Columbia, S.C: The Council, 1993.
Find full textBook chapters on the topic "School infrastructure development"
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Gautam, Saurav, K. C. Aman, Rabin Ojha, and Gaurav Parajuli. "Stories from Students Building Sustainability Through Transfer of Leadership." In Sustainable Development Goals Series, 153–59. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05182-1_13.
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AbstractDedicated to designing and organizing student-centered work, we highlight the Geomatics Engineering Students’ Association of Nepal (GESAN)’s collaborative effort to create training, internship, and job opportunities for the student members and alumni and with local institutions. Through putting into play a cycle of leadership, chapter activities find a sustainable way to continue to support SDG 8 Decent Work and Economic Growth and SDG 9 Industry, Innovation, and Infrastructure by preparing students to navigate newer applications of geospatial technology and tools. This work extends beyond campus and into the local community where we have trained secondary school students in map literacy – planting seeds of future leadership.
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Matsushima, Hajime, and Xiangmei Zhong. "Challenging a Hybrid Between Green and Gray Infrastructure: Coastal Sand-Covered Embankments." In Ecological Research Monographs, 323–34. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-6791-6_20.
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AbstractWhile coastal areas are one of the most highly developed areas in the world, they have always been exposed to the danger of disaster. In response to the extreme events that increase every year owing to the effects of climate change, it is necessary to switch from coastal conservation that relies on existing infrastructure (gray infrastructure) to green infrastructure that utilizes ecotone. However, the reproduction of ecotones poses great challenges in many coastal areas. Therefore, we introduce a new approach to the complementary infrastructure development of gray and green functions, which involves conversion of the existing infrastructure, namely tide embankment, into dunes with sand-covering their slope, to be utilized as hybrid infrastructure. It was confirmed that the sand-covered embankments expanded the habitat of dune plants and protected the tide embankment body from high temperatures. This sand-covered embankment was also used as a place for environmental education for local elementary and junior high school students, and the multi-functionality of the hybrid infrastructure that grows over time was confirmed through the participation of various individuals.
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Moustafa, Nariman, Ebtehal Elghamrawy, Katherine King, and Yu Hao. "Education 2.0: A Vision for Educational Transformation in Egypt." In Education to Build Back Better, 51–74. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93951-9_3.
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AbstractThis chapter presents a comprehensive description and analysis of Egypt’s Education 2.0 (EDU. 2.0) reform plan for grades K-2. The reform’s five key components are described including the new multidisciplinary curriculum, technology integration, school management Continuous Professional Development (CPD), access and infrastructure, and reformed assessment. We analyze this reform from five perspectives and conclude that a cultural shift, high-quality CPD, and a robust accountability system are imperative to sustainable educational reform in Egypt. This cannot be achieved without a shared vision and engagement between teachers, parents, and Egypt’s Education Ministry.
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Bazin, Ashley, and Christelle Saintis. "Rezistans Klimatik: Building Climate Change Resilience in Haiti through Educational Radio Programming." In Education and Climate Change, 113–36. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57927-2_4.
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AbstractIn this chapter we address the challenge of responding to climate-related issues for vulnerable nations such as Haiti by adopting a non-formal radio-based approach to educate adults outside of the school system. We argue that to inform populations on climate change, we cannot solely rely on the K-12 school system. This is especially true for countries such as Haiti. where there is an inadequate education infrastructure, and much of the population, both juveniles, and adults, is not in school or has not attended school for some time. The effects of climate change are changing the lives of people globally, and third-world nations such as Haiti are even more susceptible to climate-related disasters. Given the severity of ongoing circumstances, a sense of urgency is necessary, and addressing the issue requires an approach that has a far, broad and rapid reach and concludes in immediate climate action as opposed to delayed. In order to efficiently respond to climate-related events, a population needs to build resilience through awareness, understanding, and skill development in the context of the country and region, which in this chapter is specifically Port-au-Prince, Haiti.
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Goda, Yoshiko, Tomomi Takabayashi, and Katsuaki Suzuki. "Impact of the COVID-19 Pandemic on Education in Japan and the Role of the Japan Society for Educational Technology." In Global Perspectives on Educational Innovations for Emergency Situations, 275–84. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99634-5_27.
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AbstractThis chapter provides an overview of the strategies and responses to the educational challenges in Japan caused by the coronavirus disease (COVID-19). Systematic content analyses revealed an increase in the frequency of keywords (1) Global and Innovation Gateway for All (GIGA) school and (2) online education/online classroom in Japanese academic journals when the years 2019 and 2020 were compared. The GIGA School is a government-led project aiming to digitize education in primary and secondary education, and the promotion of the GIGA school project with infrastructure development as well as shifts to online education at all levels of education during the pandemic in Japan were found. Furthermore, the National Institute of Informatics has been hosting weekly online webinars to share the information pertaining to strategies and tips for effective online education, especially for higher education, since March 2020. In addition to government-led reactions, professional academic societies of educational technology have played an important role in maintaining effective education and learning, even during the pandemic. The case of the Japan Society for Educational Technology (JSET) has been presented to show the background of online education in Japan. The experiences of all researchers, practitioners, and students during the pandemic can provide an opportunity to upgrade our educational system for learning to be more effective and resistant to emergencies, regardless of the in-person or online application of the technology.
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Bağcı, Cahit. "The Impacts of Online Education on Ecology of Learning and Social Learning Processes." In Educational Theory in the 21st Century, 51–78. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9640-4_3.
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AbstractDevelopments in the IT sector and technological advancements around the world have forced educational systems to also change accordingly. Radically affecting the usual flow and order of economic and social life around the world, the global COVID-19 pandemic and social isolation have generated rapid changes. The ongoing process has revealed no previous preparations to have occurred or principles to have been designed for dealing with unforeseen circumstances in terms of matters ranging from internet infrastructure to technological equipment, digital educational tools, access to content, education managers, educators, students, and parents, digital literacy, and social learning environments. A future remodeling of social learning processes, particularly the role of school, ecology, and models of learning is predicted. Education is expected to become a hybrid system composed of face-to-face and online learning processes paralleling one another, whereas teaching is predicted to take place over digital platforms through different modules and software programs. Evaluation, accreditation, and certification are fully expected to take place digitally. Schools will be reshaped with a functional mission in mind, paying special attention to behavior, ethics, consciousness, values, culture, civilization, history, art, and sports; the development of skills, socialization, group work, and teamwork; social and psychological development; and analytical thinking. Rather than engaging in theoretical discussions, this article will tackle the predomination of digitalization and the effect of online education policies and applications on social learning processes as well as the ecology of learning. This article will present solutions, analyzing these matters regarding their pedagogical as well as problematic dimensions.
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Bongaarts, John, and Dennis Hodgson. "Does Fertility Decline Stimulate Development?" In Fertility Transition in the Developing World, 85–95. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11840-1_6.
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AbstractAs the fertility transition proceeds, women have fewer births which in turn leads to fewer young people in subsequent years. The resulting changes in the population age structure include an increase in the proportion of the population of working age. The first dividend from lower fertility refers to an acceleration of growth in GDP per capita as the proportion of the working-age population rises. The benefits can last for decades but are ultimately transitory. The second dividend follows the first and refers to a rise in savings and investment in human and physical capital which raise worker productivity. The second dividend is typically larger than the first dividend and lasts longer. The magnitude and duration of these dividends vary from country to country and depend on the magnitude and pace of fertility decline and the ability if a county to take advantage of the changes in age structure. Over the six decades from 1955 to 2015, the first and second dividend together were highest in Asia and N. Africa (where the fertility transition was completed quickly and early) and lowest in SS Africa (where the fertility transition was slower and later). Projections to 2075 expect the situation to be reversed in the future: Asia’s dividend will likely be smaller than Africa’s. Although much of the contemporary literature on population and development focuses on the demographic dividend, there are other important benefits from fertility decline: the improvement of health, the empowerment of women, the government’s increased ability to maintain public capital (e.g. schools, clinics, infrastructure), increased political stability, an improved environment, and a slower depletion of natural resources.
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Pea, Roy D., Paulina Biernacki, Maxwell Bigman, Kelly Boles, Raquel Coelho, Victoria Docherty, Jorge Garcia, et al. "Four Surveillance Technologies Creating Challenges for Education." In AI in Learning: Designing the Future, 317–29. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-09687-7_19.
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Abstract“Ubiquitous AI”—embodied in cloud computing web services, coupled with sensors in phones and the physical world—is becoming infrastructural to cultural practices. It creates a surveillance society. We review the capabilities of four core surveillance technologies, all making headway into universities and PreK-12 schools: (1) location tracking, (2) facial identification, (3) automated speech recognition, and (4) social media mining. We pose primary issues educational research should investigate on cultural practices with these technologies. We interweave three priority themes: (1) how these technologies are shaping human development and learning; (2) current algorithmic biases and access inequities; and (3) the need for learners’ critical consciousness concerning their data privacy. We close with calls to action—research, policy and law, and practice.
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Erçetin, Şefika Şule, Nihan Potas, and Şuay Nilhan Açıkalın. "The Problems That School Administrators and Syrian Teachers Encounter During the Educational Process of Syrian Refugee Children." In Educational Development and Infrastructure for Immigrants and Refugees, 125–37. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3325-2.ch007.
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The aim of the study is to determine the problems that school administrators and Syrian Teachers encounter during the educational process of Syrian Refugee Children continuing their education in basic education institutions Ankara-Altindag province. So as to identify and diagnose in detail the views of the school administrators and Syrian teachers in basic education institutions regarding the problems they face while teaching Syrian refugee and asylum-seeking children, the research was designed using a qualitative pattern. Syrian teachers who migrated to Turkey from Syria and Turkish school administrators who work in four primary schools; Fatih Sultan Mehmet Primary School, Nazife Hatun Primary School, Sili Primary School and Tasça Primary School, affiliated to the General Directorate of Primary Education of Altindag district of Ankara province, constituted the population of the research. The interviews were conducted on a voluntary basis with four school principals and 16 teachers from among the 86 Syrian teachers who are working in these schools.
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Cole, Laura B., Timon McPhearson, Cecilia P. Herzog, and Alex Russ. "Green Infrastructure." In Urban Environmental Education Review, edited by Alex Russ and Marianne E. Krasny. Cornell University Press, 2017. http://dx.doi.org/10.7591/cornell/9781501705823.003.0028.
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This chapter examines opportunities for using green infrastructure in classroom and after-school activities and strengthening student contact with and attachment to their local environment. Education about green infrastructure refers to the learning opportunities provided by infrastructure projects in cities, where ecosystem services are intertwined with human development and can teach fundamental lessons about systems thinking, sustainability, and resilience. In addition, education for green infrastructure emphasizes the need for increased public education regarding the benefits of green infrastructure, which could increase public support, management, and stewardship of present and future green infrastructure projects. The chapter considers the ways that urban environmental education in, about, and for green infrastructure can improve human–nature connections in the city.
Conference papers on the topic "School infrastructure development"
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Ion (Stroe), Cristina Elena, and Ramona Oana Hamburda (Bauer). "The Impact of School Infrastructure on the Performance of Pupils." In International Conference Globalization, Innovation and Development. Trends and Prospects (G.I.D.T.P.). LUMEN Publishing House, 2020. http://dx.doi.org/10.18662/lumproc/gidtp2018/40.
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Utakrit, Nattakant, and Pornwilai Sukmak. "BEST PRACTICE, SUSTAINABLE, AND SECURE ICT INFRASTRUCTURE OF A CASE STUDY IN LAOTIAN VOCATIONAL SCHOOL." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.2223.
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Pitso, Tshephang, and Adewole S. Oladele. "Evaluation of Urban Transportation Quality of Service of School Buses for Sustainable Development of Gaborone City, Botswana." In International Conference on Sustainable Infrastructure 2017. Reston, VA: American Society of Civil Engineers, 2017. http://dx.doi.org/10.1061/9780784481202.016.
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Kuznetsov, Andrei, and Ksenia Skobeltsina. "SOCIAL EDUCATIONAL INFRASTRUCTURE FOR RUSSIAN SCHOOL STUDENTS: BASELINE STUDY IN AVAILABILITY AND ACCESSIBILITY UNDER REGULAR AND CRITICAL CONDITIONS." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1676.
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Adonis, Tracey-Ann, and Shaheed Hartley. "Enhancing learning environments through partnerships in an attempt to facilitate school effectiveness." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9132.
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South Africa (SA) is a developing country struggling to address educational transformation inherited from a previous apartheid regime and created by the current democratic government. Education is an area which is struggling within a SA context. Many schools in disadvantaged communities are faced with inadequate infrastructure and lack of resources yet the expectation is for schools to show evidence of effectiveness irrespective of these challenges. This context prompted an investigation into the development of the school learning environment utilising a participatory action research design at a disadvantaged primary school in the Western Cape, SA. The major findings included that the school learning environment was influenced by the unique challenges and pressures in the school context; that collaborative efforts between stakeholders contribute to school effectiveness irrespective of context through acknowledging the school as an organisational system which requires the principal, educators, parents and community to effectively collaborate through open channels of communication in order to facilitate optimal teaching and learning environments which contribute to school effectiveness. The community component in the school learning environment needed to be acknowledged as the validation of the experiences of educators, learners, parents, principal and community is important in the South African context.
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Stepanov, Vladimir. "The link between living standards and indicators of region transport infrastructure development and its macroeconomics." In Multivariate statistical analysis, econometrics and simulation of real processes. Proceedings of Xth International School-Seminar. CEMI RAS, 2020. http://dx.doi.org/10.33276/978-5-8211-0786-2-131-132.
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Esenwein, Fred. "“Planetary Reconstruction”: Richard Neutra’s School Lessons from Puerto Rico." In 2016 ACSA International Conference. ACSA Press, 2016. http://dx.doi.org/10.35483/acsa.intl.2016.59.
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Puerto Rico, while a U.S. territory, lacked the education, health, and sanitation infrastructure found in the continental United States. Neutra’s task was to design facilities to improve the infrastructure. While the aesthetic of the buildings is considered Modernist architecture, Neutra was very sensitive to the structures of local communities. His school designs were didactic in the way people engaged the architecture by learning about fluid mechanics and sanitation through passive designs and planning. Gardens and agricultural practices were introduced to improve food and nutrition. Education and food reforms required local knowledge even though there is a broader scientific knowledge that understands how these conditions can thrive in a particular locality. Architecturally, Neutra adjusted the Modernist style to perform in tropical Puerto Rico. Having contributed to the development of Puerto Rico and anticipating the economic boom in the U.S., Neutra’s proposal for the American community is one that was developed from the global south meant to conserve local values, and yet it was conceived as a model plan that was independent of a particular location.
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Sucipto, Mr, Tri Joko Raharjo, S. Martono, DYP Sugiharto, and Virgiawan A.K. "The Implementation of Management Information System of Planning School Infrastructure Development Based on Priority Scale (SIMPPIS) to Improve Students’ Achievement." In Proceedings of the International Conference on Science and Education and Technology 2018 (ISET 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iset-18.2018.98.
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Bardin, A. V., and T. N. Tomchinskaya. "DEVELOPMENT OF THE INFRASTRUCTURE OF THE SECTION OF THE NIZEGORODSKY DISTRICT FOR INTEGRATION INTO A SIMULATOR FOR A DRIVING SCHOOL." In КОГРАФ-2021. Нижний Новгород: Нижегородский государственный технический университет им. Р.Е. Алексеева, 2021. http://dx.doi.org/10.46960/43791586_2021_144.
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Guimarães, Raquel, and Ernesto Faria. "Excellence with equity: the importance of school factors for student success in unfavourable circumstances." In Advances in Statistics Education: Developments, Experiences, and Assessments. International Association for Statistical Education, 2015. http://dx.doi.org/10.52041/srap.15201.
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This study analyzes the determinants of success of a group of public schools that served students of low socioeconomic status (Excellence with Equity study). Based on Prova Brazil data, we test whether there is a difference between the prevalence of school factors in the 215 schools identified by the Excellence with Equity study compared to schools with similar characteristics in 2007 but which did not show the same performance regarding the learning of their students thereafter. Taking into account statistical significance, results show that the treatment schools have principals who have been more highly rated by teachers for their leadership attributes; better facilities and operating conditions; more cohesive management and teaching teams; better working conditions for teachers; more learning opportunities; and less school violence. It is also possible to infer that the presence of better educational and infrastructure-related conditions in treatment schools may be a result of the effective management of resource.
Reports on the topic "School infrastructure development"
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Johnson, Eric M., Robert Urquhart, and Maggie O'Neil. The Importance of Geospatial Data to Labor Market Information. RTI Press, June 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0017.1806.
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School-to-work transition data are an important component of labor market information systems (LMIS). Policy makers, researchers, and education providers benefit from knowing how long it takes work-seekers to find employment, how and where they search for employment, the quality of employment obtained, and how steady it is over time. In less-developed countries, these data are poorly collected, or not collected at all, a situation the International Labour Organization and other donors have attempted to change. However, LMIS reform efforts typically miss a critical part of the picture—the geospatial aspects of these transitions. Few LMIS systems fully consider or integrate geospatial school-to-work transition information, ignoring data critical to understanding and supporting successful and sustainable employment: employer locations; transportation infrastructure; commute time, distance, and cost; location of employment services; and other geographic barriers to employment. We provide recently collected geospatial school-to-work transition data from South Africa and Kenya to demonstrate the importance of these data and their implications for labor market and urban development policy.
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Ogwuike, Clinton Obinna, and Chimere Iheonu. Stakeholder Perspectives on Improving Educational Outcomes in Enugu State. Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/034.
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Education remains crucial for socioeconomic development and is linked to improved quality of life. In Nigeria, basic education has remained poor and is characterised by unhealthy attributes, including low quality infrastructure and a lack of effective management of primary and secondary schools. Access to education is a massive issue—according to the United Nations, there are currently about 10.5 million out of school children in Nigeria, and 1 in every 5 of the world’s out-of-school-children lives in Nigeria despite the fact that primary education in Nigeria is free. A considerable divide exists between the northern and southern regions of Nigeria, with the southern region performing better across most education metrics. That said, many children in southern Nigeria also do not go to school. In Nigeria’s South West Zone, 2016 data from the Nigerian Federal Ministry of Education reveals that Lagos State has the highest number of out of school children with more than 560,000 children aged 6-11 not going to school. In the South South Zone, Rivers State has the highest number of out-of-school children; more than 900,000 children aged 6-11 are not able to access education in this state. In Enugu State in the South East Zone, there are more than 340,000 children who do not have access to schooling (2016 is the most recent year high-quality data is available—these numbers have likely increased due to the impacts of COVID-19). As part of its political economy research project, the RISE Nigeria team conducted surveys of education stakeholders in Enugu State including teachers, parents, school administrators, youth leaders, religious leaders, and others in December 2020. The team also visited 10 schools in Nkanu West Local Government Area (LGA), Nsukka LGA, and Udi LGA to speak to administrators and teachers, and assess conditions. It then held three RISE Education Summits, in which RISE team members facilitated dialogues between stakeholders and political leaders about improving education policies and outcomes in Enugu. These types of interactions are rare in Nigeria and have the potential to impact the education sector by increasing local demand for quality education and government accountability in providing it. Inputs from the surveys in the LGAs determined the education sector issues included in the agenda for the meeting, which political leaders were able to see in advance. The Summits culminated with the presentation of a social contract, which the team hopes will aid stakeholders in the education sector in monitoring the government’s progress on education priorities. This article draws on stakeholder surveys and conversations, insights from the Education Summits, school visits, and secondary data to provide an overview of educational challenges in Enugu State with a focus on basic education. It then seeks to highlight potential solutions to these problems based on local stakeholders’ insights from the surveys and the outcomes of the Education Summits.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.seal2010.
Full textAbstract:
The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.promise2010.
Full textAbstract:
The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Jones, Theresa, and Elisabeth Storer. Key Considerations: Adherence to COVID-19 Preventive Measures in Greater Kampala, Uganda. Institute of Development Studies (IDS), March 2022. http://dx.doi.org/10.19088/sshap.2022.005.
Full textAbstract:
This brief sets out key considerations for risk communications and community engagement (RCCE) to promote adherence to COVID-19 preventive measures in greater Kampala, Uganda. It looks at adherence to COVID-19 preventive measures, assesses the challenges to their adoption and outlines key considerations for partners working in RCCE and the wider COVID-19 emergency response. The brief responds to concern (as of March 2022) about COVID-19 transmission in informal urban areas in Uganda due to their high population density, limited sanitary infrastructure, and reported low uptake of vaccination. Ensuring effective communication and engagement with a series of preventative measures is essential in limiting the spread of COVID-19. The Ministry of Health and response partners have been proactive, however interventions and guidance for COVID-19 have taken limited account of social science research about the perceptions and practices related to COVID-19 regulations. This brief aims to address this gap so these data may be used to inform more effective and practicable guidance for vulnerable groups. This brief draws primarily on an analysis of existing scientific and grey literature. Additional primary data was collected through consultation with six social science and RCCE experts who focus on this geographical area. The brief was requested by UNICEF Uganda in consultation with the Uganda Ministry of Health (MoH) RCCE subcommittee and the RCCE technical working group for the Eastern and South Africa region (ESAR). It was developed for SSHAP by Theresa Jones (Anthrologica) and supported by Elizabeth Storer (London School of Economics), with contributions and reviews by colleagues at Anthrologica, the Institute of Development Studies (IDS), UNICEF ESARO and Uganda, Makerere University, the London School of Hygiene and Tropical Medicine (LSHTM), Dreamline Products and the IFRC.
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Baloch, Imdad, Tom Kaye, Saalim Koomar, and Chris McBurnie. Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0026.
Full textAbstract:
The COVID-19 pandemic has resulted in mass school closures across the world. It is expected that the closures in low- and -middle-income countries (LMICs) will have long-term negative consequences on education and also on broader development outcomes. Countries face a number of obstacles to effectively delivering alternative forms of education. Obstacles include limited experience in facing such challenges, limited teacher digital and pedagogical capacity, and infrastructure constraints related to power and connectivity. Furthermore, inequalities in learning outcomes are expected to widen within LMICs due to the challenges of implementing alternative modes of education in remote, rural or marginalised communities. It is expected that the most marginalised children will feel the most substantial negative impacts on their learning outcomes. Educational technology (EdTech) has been identified as a possible solution to address the acute impact of school closures through its potential to provide distance education. In this light, the DFID Pakistan team requested the EdTech Hub develop a topic brief exploring the use of EdTech to support distance learning in Pakistan. Specifically, the team requested the brief explore ways to provide distance education to children in remote rural areas and urban slums. The DFID team also requested that the EdTech Hub explore the different needs of those who have previously been to school in comparison to those who have never enrolled, with reference to EdTech solutions. In order to address these questions, this brief begins with an overview of the Pakistan education landscape. The second section of the brief explores how four modes of alternative education — TV, interactive radio instruction, mobile phones and online learning — can be used to provide alternative education to marginalised groups in Pakistan. Multimodal distance-learning approaches offer the best means of providing education to heterogeneous, hard-to-reach groups. Identifying various tools that can be deployed to meet the needs of specific population segments is an important part of developing a robust distance-learning approach. With this in mind, this section highlights examples of tools that could be used in Pakistan to support a multimodal approach that reaches the most hard-to-reach learners. The third and final section synthesises the article’s findings, presenting recommendations to inform Pakistan’s COVID-19 education response.<br> <br> This topic brief is available on Google Docs.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 3: Proposal Development. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001250.
Full textAbstract:
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peerreviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 3: Proposal Development.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 8: Dissemination. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001255.
Full textAbstract:
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 8: Dissemination.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 5: Data Collection. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001252.
Full textAbstract:
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peerreviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 5: Data Collection.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 6: Data Analysis. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001253.
Full textAbstract:
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 6: Data Analysis.