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Artículos de revistas sobre el tema "Education, Secondary – Namibia – Case studies"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 12 de febrero de 2022

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1

Kangmennaang, Joseph, Paul Mkandawire y Isaac Luginaah. "Breast cancer screening among women in Namibia: explaining the effect of health insurance coverage and access to information on screening behaviours". Global Health Promotion 26, n.º 3 (25 de septiembre de 2017): 50–61. http://dx.doi.org/10.1177/1757975917727017.

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Objectives: Breast cancer contributes substantially to morbidity and mortality in Namibia as is the case in most countries in Sub-Saharan Africa (SSA). However, there is a dearth of nationally representative studies that examine the odds of screening for breast cancer in Namibia and SSA at large. This paper aims to fill this gap by examining the determinants of breast cancer screening guided by the Health Belief Model. Methods: We applied hierarchical binary logit regression models to explore the determinants of breast cancer screening using the 2013 Namibia Demography and Health Survey (NDHS). We accounted for the effect of unobserved heterogeneity that may affect breast cancer, testing behaviours among women cluster level. The NDHS is a nationally representative dataset that has recently started to collect information on cancer screening. Results: The results show that women who have health insurance coverage (odds ratio (OR) = 1.62, p ≤ 0.01), maintain contact with health professionals (OR = 1.47, p = 0.01), and who have secondary (OR = 1.38, p = 0.01) and higher (OR = 1.77, p ≤ 0.01) education were more likely to be screened for breast cancer. Factors that influence women’s perception of their susceptibility to breast cancer such as birthing experience, age, region and place of residence were associated with screening in this context. Conclusions: Overall, the health belief model predicted women’s testing behaviours and also revealed the absence of relevant risk factors in the NDHS data that might influence screening. Overall, our results show that strategies for early diagnosis of breast cancer should be given major priority by cancer control boards as well as ministries of health in SSA. These strategies should centre on early screening and may involve reducing or eliminating barriers to health care, access to relevant health information and encouraging breast self-examination.

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Nordkvelle, Yngve. "Teachers, culture, and politics: the struggle for a curriculum for the free Namibia. A case‐study of the Namibia Secondary Technical School". Journal of Education Policy 10, n.º 4 (julio de 1995): 361–71. http://dx.doi.org/10.1080/0268093950100403.

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Powell, Richard R. "Case studies of second‐career secondary student teachers". International Journal of Qualitative Studies in Education 7, n.º 4 (octubre de 1994): 351–66. http://dx.doi.org/10.1080/0951839940070405.

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Nordtveit, Bjorn Harald. "Discourses of education, protection, and child labor: case studies of Benin, Namibia and Swaziland". Discourse: Studies in the Cultural Politics of Education 31, n.º 5 (diciembre de 2010): 699–712. http://dx.doi.org/10.1080/01596306.2010.516954.

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Suurtamm, Christine A. "Developing authentic assessment: Case studies of secondary school mathematics teachers’ experiences". Canadian Journal of Science, Mathematics and Technology Education 4, n.º 4 (octubre de 2004): 497–513. http://dx.doi.org/10.1080/14926150409556630.

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Iita, Ananias y Sakaria M. Iipinge. "The Implementation of New Religious and Moral Education Curriculum in Post-Independent Namibia". Msingi Journal 1, n.º 2 (27 de agosto de 2018): 58–88. http://dx.doi.org/10.33886/mj.v1i2.77.

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This paper investigated the perceptions of Religious and Moral Education (RME) teachers with regard to the implementation of RME syllabus in Namibia. The paper engages a crucial global debate on paradigms for teaching religion and moral values while contributing to the literature through research in the Ompundja Circuit of Oshana Region, Namibia. Contrary to the previous colonial era when Christianity was the only recognized religion, the Republic of Namibia adopted a new constitution making it a secular state upon independence in 1990. This new constitution, however, brought new challenges to teachers who were previously trained only to teach Biblical Studies as a school subject. With this new constitution, Namibia adopted a policy of teaching a multi-cultural religious and moral education curriculum. The teaching of RME replaced Biblical Studies in the Namibian curriculum. Teachers are now required to make their learners aware of the different religious and moral values of Judaism, Christianity, Islam, Hinduism, Buddhism, African traditional religions, Bahai and others inextricably. This, paper, therefore, presents findings from a case study research conducted at Ompundja Circuit of Oshana Region in Namibia that examined the perceptions of Religious and Moral Education (RME) teachers with regard to the implementation of RME syllabus. Fourteen teachers from selected schools participated in this study. Teachers were interviewed, observed and later completed a set of questionnaire. Findings indicated that teachers’individual religious and moral values shaped the teaching and learning process; teachers’ individual religious and moral values played a major role regarding conflicting concerns over RME; and as most RME teachers were Christian, they felt a commitment to share their personal Christian religious beliefs and moral values. The paper recommends that teachers be provided with the necessary teaching resources and be trained to develop more confidence and broad understanding of RME as a subject.

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Naxweka, Johanna y Di Wilmot. "Namibian teachers’ perceptions and practices of teaching mapwork". Journal of Geography Education in Africa 2, n.º 1 (30 de octubre de 2019): 1–14. http://dx.doi.org/10.46622/jogea.v2i1.2479.

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This article addresses the problem of consistently poor learner performance in mapwork in secondary school geography in Namibia from the perspective of teachers. It presents the findings of a qualitative case study focused on understanding geography teachers’ perceptions and pedagogical practices of mapwork. Data were generated through a questionnaire administered to thirty teachers in fifteen secondary schools in the Ohangwena Region of Northern Namibia, and interviews and classroom observations were done with a purposive sample of three teachers. The study draws on Shulman’s ideas of teachers’ pedagogical content knowledge (1986, 1987) to interpret what the three teachers say about the teaching of mapwork and how they teach it. The findings reveal that the teachers are conscientious but ill-equipped to teach mapwork. Their classroom practices focus on teaching discrete map skills and procedural knowledge with little if any, attention given to spatial conceptual understanding and application of knowledge to solve problems. The study provides insights that may be of value to teachers, teacher educators and Senior Education Officers in Namibia and other southern African contexts when addressing the problem of low learning outcomes in mapwork.

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Coelho, Patrícia Margarida Farias, Marcos Rogério Martins Costa y Rodrigo Otávio dos Santos. "EDUCATION, TECHNOLOGY AND CREATIVE INDUSTRY: A CASE STUDY OF WATTPAD". Cadernos de Pesquisa 49, n.º 173 (septiembre de 2019): 156–81. http://dx.doi.org/10.1590/198053146172.

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Abstract This article investigates the use of Wattpad application, launched in 2006, in upper secondary Portuguese language classes as an educational tool for reading and writing texts. This study has two objectives: (i) to present the main usability characteristics of Wattpad and (ii) to propose possible implementation actions of the application as a didactic-pedagogical tool in upper secondary education. To this end, we present a case study in which we assessed the first and the latest written productions on Wattpad platform of 22 sutdents aged 15 to 17 years, attending the 1st year of upper secondary education in the same classroom of São Paulo state education system.

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Rietveld-Van Wingerden, Marjoke. "A Dangerous Age? Secondary education and moral-religious training: The case history of Dutch Jewish secondary education 1880-1940". Journal of Beliefs & Values 24, n.º 1 (abril de 2003): 27–38. http://dx.doi.org/10.1080/1361767032000052971.

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Amadhila, Elina y Sylvanus Ikhide. "Unfulfilled loan demand among agro SMEs in Namibia". South African Journal of Economic and Management Sciences 19, n.º 2 (13 de mayo de 2016): 264–81. http://dx.doi.org/10.4102/sajems.v19i2.1398.

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Using a qualitative methodology approach, a case study research design by way of in-depth semi-structured interview(s) was followed to interview farmers, commercial banks, development banks, venture capitals and private equities to determine the financing options available for farmers and provide reasons why some financial institutions shy away from providing finance to agricultural enterprises. This study deviates from prior studies which have focused on small-scale farmers and subjected farmers’ access to finance to rural credit markets, mostly informal money lenders using secondary information mostly from household surveys to build econometric models. The study indicates that only about 33 percent of formal financial institutions are providing finance to agricultural SMEs. The lack of expertise and perception of risk were cited as top reasons why formal financial institutions find it hard to provide finance to agricultural SMEs. Building on opinions from other authors cited in this paper, we maintain that new financing mechanisms can be achieved by all types of financial institutions through learning from experiences by other successful countries.

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Leung, Yan Wing, Timothy Wai Wa Yuen y Yiu Kwong Chong. "School‐based human rights education: case studies in Hong Kong secondary schools". Intercultural Education 22, n.º 2 (abril de 2011): 145–62. http://dx.doi.org/10.1080/14675986.2011.567072.

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Opstad, Leiv. "Success in business studies and mathematical background: the case of Norway". Journal of Applied Research in Higher Education 10, n.º 3 (2 de julio de 2018): 399–408. http://dx.doi.org/10.1108/jarhe-11-2017-0136.

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Purpose The purpose of this paper is to determine whether the type of mathematics skills developed at secondary school an effect on students’ later success in business studies. At many business schools in Norway, more students are applying than there are places available. The ranking of applications depends on the grade point average (GPA) level, irrespective of the level or type of mathematics studied at secondary school, where the students are free to choose practically orientated or theoretical mathematics. Design/methodology/approach A quantitative analysis (regression model) was applied using data for undergraduate students enrolled in business studies over a three–year period (2012–2014). Findings Students with a non-theoretical background in mathematics obtain systematically lower grades on many courses, especially in core business school subjects. Ranking applicants to business studies courses based on their GPA scores irrespective of their level of mathematics may lead to the admission of less able students. Research limitations/implications There is little information available concerning why students choose different paths in mathematics at upper secondary school, but the decision students make has an influence on their grades in business courses. Originality/value By requiring more knowledge of theoretical mathematics, students’ performance at business school will improve. Changing the admission criteria could improve the quality of graduates and reduce the dropout rate.

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Ilomäki, Liisa, Tania Vasileva y Stela Stefanova. "Promoting knowledge practices in upper secondary schools: case studies from Finland and Bulgaria". Research Papers in Education 35, n.º 1 (23 de octubre de 2019): 43–63. http://dx.doi.org/10.1080/02671522.2019.1677753.

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Williams, Cheryl Hodgkinson, Ingrid Sieborger y Alfredo Terzoli. "Enabling and constraining ICT practice in secondary schools: case studies in South Africa". International Journal of Knowledge and Learning 3, n.º 2/3 (2007): 171. http://dx.doi.org/10.1504/ijkl.2007.015551.

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Forbes *, Cory T. "Peer mentoring in the development of beginning secondary science teachers: three case studies". Mentoring & Tutoring: Partnership in Learning 12, n.º 2 (agosto de 2004): 219–39. http://dx.doi.org/10.1080/1361126042000239956.

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Day, Roger. "Case studies of preservice secondary mathematics teachers’ beliefs: Emerging and evolving themes". Mathematics Education Research Journal 8, n.º 1 (abril de 1996): 5–22. http://dx.doi.org/10.1007/bf03217286.

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17

Sekere, Bihela. "Secondary Education for San Students in Botswana: A New Xade Case Study". Diaspora, Indigenous, and Minority Education 5, n.º 2 (13 de abril de 2011): 76–87. http://dx.doi.org/10.1080/15595692.2011.559772.

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18

Lee, Kyunghui y Marjorie Wesche. "Korean Students' Adaptation to Post-secondary Studies in Canada: A Case Study". Canadian Modern Language Review 56, n.º 4 (junio de 2000): 637–89. http://dx.doi.org/10.3138/cmlr.56.4.637.

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19

Bunting, Robert. "Composing Music: Case Studies in the Teaching and Learning Process". British Journal of Music Education 4, n.º 1 (marzo de 1987): 25–52. http://dx.doi.org/10.1017/s0265051700005714.

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In this article the author opens up some of the issues involved in teaching composition to individual pupils of the upper Secondary School age range. To do this he studies the work of two boys over two terms in detail, including many of their sketches, and pays particular attention to the role of the boys' teacher. This study leads to some general considerations: syllabus design, the relationships between composing, performing and listening, and methods of assessment.

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20

Ifanti, Amalia A. "Policy and curriculum development in Greece. The case of secondary school curriculum". Pedagogy, Culture & Society 15, n.º 1 (marzo de 2007): 71–81. http://dx.doi.org/10.1080/14681360601162287.

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Booth, Martin, Masayuki Sato y Richard Matthews. "Case Studies of History Teaching in Japanese Junior High Schools and English Comprehensive Secondary Schools". Compare: A Journal of Comparative and International Education 25, n.º 3 (enero de 1995): 279–301. http://dx.doi.org/10.1080/0305792950250308.

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22

Dillon, Deborah R., David G. O'Brien, Elizabeth B. Moje y Roger A. Stewart. "Literacy learning in secondary school science classrooms: A cross-case analysis of three qualitative studies". Journal of Research in Science Teaching 31, n.º 4 (abril de 1994): 345–62. http://dx.doi.org/10.1002/tea.3660310405.

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23

FOSTER, ROSEMARY. "Leadership and secondary school improvement: case studies of tensions and possibilities". International Journal of Leadership in Education 8, n.º 1 (enero de 2005): 35–52. http://dx.doi.org/10.1080/1360312042000299233.

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24

Marín-Díaz, Verónica, Begoña E. Sampedro-Requena y Issota Mac Fadden. "Perceived Utility of Video Games in the Learning Process in Secondary Education—Case Studies". Sustainability 11, n.º 23 (28 de noviembre de 2019): 6744. http://dx.doi.org/10.3390/su11236744.

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The incorporation of videogames into the training of students is a reality that becomes very important to the extent that they are becoming more relevant in their personal lives. Linking aspects of their informal to formal life implies taking into account how students perceive this link. The purpose of this work is to determine what the perceived utility values are among secondary school students towards the inclusion of video games in the curricular development of the contents of the said educational stage, paying attention to the educational approach of video games. The quantitative methodology used is based on explaining the relationship between variables through a multiple linear regression analysis, targeted at 223 secondary education students. It has been proven that this utility is linked to the attitude that the student has towards the following aspects: The culture of educational success, diversity, and inclusion, as well as coexistence. Therefore, we consider that the linkage development of content-video games is an element in value to be incorporated into the classroom methodology by the teacher.

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25

Semente, Efigenia. "STUDENT SATISFACTION AND TECHNOLOGY INTEGRATION IN TEACHING AND LEARNING: THE CASE OF UNIVERSITY EDUCATION IN NAMIBIA". Journal of Education and Practice 1, n.º 2 (4 de octubre de 2017): 1. http://dx.doi.org/10.47941/jep.201.

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Purpose of the study: The purpose of this study is to assess Student Satisfaction and Technology Integration in Teaching and Learning: The Case of University Education in Namibia. The concept of customer satisfaction has attracted much attention in recent years. Institutions of higher education are accountable for their performance to their trustees, state boards, accreditation agencies, employees, parents, and of course, their students. Students are the reason for the existence of Institutions of higher education. Hence Student satisfaction should be the core business of such institutions. Yet despite a large body of research literature examining customer satisfaction and student satisfaction for that matter, researchers have not fully investigated the relationship between student satisfaction and technology integration in teaching and learning. This study explores the Challenges faced by academics in terms of technology integration in teaching and learning. It further assesses Students’ Satisfaction in relation to Technology Integration in Teaching and Learning as well as the relationship between the use of technology in teaching and learning and Students Satisfaction. Research Methodology: This is a correlation cross-sectional quantitative survey. Responses were obtained from a 200 valid random sample comprising of Students and Lecturers at one of the major public Universities in Namibia. The responses were analysed using SPSS version 23. Both descriptive and inferential statistics were used to examine the research questions. Descriptive statistics were used to report demographic information and for inferential statistics, the principal components analysis (PCA) was used. Further, in order to explore the relationships between Student Satisfaction and Technology Integration in Teaching and Learning, Pearson correlation and analysis of variance (ANOVA), were used to address research questions accordingly.Findings: The study found significant relationships between Technology Integration in Teaching and Learning and Students Satisfaction. The results prompted recommendations guiding effective marketing strategies for Institutions of Higher Education, policy making in relation to Technology Integration in Teaching and Learning vis-à-vis Student Satisfaction.Contribution: Regular appraisal of students satisfaction with technology integration is critical. Evaluation of lecturer’s perception and awareness of technology integration is essential-to reduce the Knowledge Gap in the area of technology integration in teaching and learning. Specific studies related to technology integration in teaching and learning per discipline (Programme) are desirable since different Programmes may have different needs in terms of technology integration. Lecturers’ commendations/support for technology integration is key to ensure adoption and full technology integration in the long run. Institutional Policy on course web/e-learning presence is fundamental

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Brickhouse, Nancy W. "The teaching of the philosophy of science in secondary classrooms: case studies of teachers’ personal theories". International Journal of Science Education 11, n.º 4 (octubre de 1989): 437–49. http://dx.doi.org/10.1080/0950069890110408.

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Winter, Christine y Roger Firth. "Knowledge about Education for Sustainable Development: four case studies of student teachers in English secondary schools". Journal of Education for Teaching 33, n.º 3 (6 de julio de 2007): 341–58. http://dx.doi.org/10.1080/02607470701450528.

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Coelho, Silvia Regina dos Santos y Candido Alberto Gomes. "Something new under the sun in secondary school: a case study". Ensaio: Avaliação e Políticas Públicas em Educação 28, n.º 106 (marzo de 2020): 8–24. http://dx.doi.org/10.1590/s0104-40362019002702142.

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Abstract This paper reports on a case study carried out in an upper secondary school (grades 10-12), which for 17 years has established learning workshops, with interseriation and interdisciplinarity, as well as complementary distance learning. The establishment, located in the industrial City of Curitiba, Brazil, maintains agreements so that its students, electively, attend the technical education in the counter-term. The qualitative-quantitative methodology included documental analysis, observation, semi-structured interviews with principals, counselors, teachers and students and application of questionnaires to convenience samples of teachers and students. The results show that, according to social expectations, this school has become publicly different due to its methodologies and success in reconciling the preparation for higher studies and technical courses. Continuous assessment and parallel recovery reduce reprobation and abandonment to minimum levels. The predominant organizational image is that of the school as a company, with components of the bureaucratic model, to frame the innovations in the official molds, and the school’s image as culture. Implications of these organizational images are discussed.

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McGregor, Debra. "The influence of task structure on students’ learning processes: observations from case studies in secondary school science". Journal of Curriculum Studies 40, n.º 4 (agosto de 2008): 509–40. http://dx.doi.org/10.1080/00220270701813282.

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McConn, Matthew L. y Donna Geetter. "Liminal States of Disorienting Dilemmas: Two Case Studies of English Teacher Candidates". Journal of Transformative Education 18, n.º 3 (9 de marzo de 2020): 231–50. http://dx.doi.org/10.1177/1541344620909444.

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Research has shown that progressive methods taught in teacher education programs have little impact on traditional approaches teacher candidates encounter during their internship semester. To understand how to better address this disconnect with regard to preparing teacher candidates, the study reported here used instrumental case studies to examine two secondary English teacher candidates’ beliefs about teaching literature before, during, and after their student teaching semester. Through theoretical frameworks on learning processes, the researchers discovered discrepancies within the student teachers’ stated beliefs, lesson plans, videos of teaching, and their responses to interview questions. These discrepancies reveal both unexamined assumptions and a state of liminality, reflecting the process of transformation in their learning. The researchers suggest that education programs look at potential implications that are inherent in a state of liminality with regard to pedagogical content knowledge to better prepare teacher candidates for their experience in teacher education programs.

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Warasthe, Ronak. "The Role of Public-Private Partnerships in Higher Education How Tertiary Institutions in emerging Economies benefit from Public-Private Partnerships". Balkan Region Conference on Engineering and Business Education 2, n.º 1 (20 de diciembre de 2017): 1–7. http://dx.doi.org/10.1515/cplbu-2017-0001.

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Abstract The number of Public-Private Partnerships in the education sector is growing in developing and emerging economies. Traditionally governments are the main financial contributor to education however, the involvement of the private sector is an increasing one. While more established in primary and secondary education, PPPs in tertiary education are a phenomenon rather slowly growing in the past decades (Patrinos, Barrera-Osorio, & Guaqueta, 2009). There are various concepts of PPPs in higher education each targeting different goals. In order to give an insight into different types of PPPs, the typology according to Mabizela has been briefly displayed and the case of a PPP in Namibia is given. The framework of the partnership was compiled to give an outlook on the practicability of partnerships. The paper exemplifies that both partners within a PPP can benefit from the added value they may generate for their target group. Thus, the benefit depends on quality, relevance and execution of the partnership.

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Lawrence, Breanna C. "Bridging Secondary Survey Data with In-Depth Case Studies to Advance Understandings of Youth Learning and Mental Health Concerns". International Journal of Multiple Research Approaches 12, n.º 2 (31 de agosto de 2020): 166–84. http://dx.doi.org/10.29034/ijmra.v12n2a1.

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Using an explanatory sequential mixed methods research design, the purpose of this article is to demonstrate an innovative mixing of methods via the use of secondary survey data and detailed qualitative cases. This design is illustrated in the context of exploring influential family factors for youth with learning and mental health concerns. The use of case propositions as a central point of integration is highlighted. The integration of the quantitative and qualitative findings demonstrated the multifaceted psychological and relational issues, including parental monitoring, parent mental health, and youth self-efficacy. These meta-inferences provide surprising insight into the complex family experiences of youth with learning disabilities. Implications for theory and research are explored, concluding with a call for more multilevel mixed methods research using secondary data analysis.

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Shakeri, Shirin, Dorte Ruge, Judith Myers, Nicola Rolls, Lisa Papatraianou y Judith Fethney. "Integration of Food and Nutrition Education Across the Secondary School Curriculum: Two Experiential Models as Two Case Studies". Journal of Education and Training Studies 9, n.º 6 (25 de junio de 2021): 57. http://dx.doi.org/10.11114/jets.v9i6.5273.

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The aim of this paper is to present the implementation and evaluation of two recognised programs, one from Australia and one from Denmark, that endeavour to integrate and enhance food and nutrition education across the secondary school curriculum and whole school programs. This paper details descriptions of design, delivery mode, core components and evaluation of each program based on existing detailed reports and original research investigations. Resultantly, one program in Australia (Stephanie Alexander Kitchen Garden Program) and one program in Denmark (LOMA or LOkal MAd = local food) are reported as two case studies. The target group for both programs is secondary school students in Years 7–12; both programs are conducted within secondary schools and within school hours. Both interventions focus on developing secondary students’ food production and food preparation knowledge and skills. Their evaluation methods have consisted of pre- and post-intervention surveys, single case study, and focus groups with both students and teachers. Both programs have reported possible integration across secondary school subjects and modifications in students’ knowledge and skills in food and nutrition. These programs have focused on developing an experiential and localised learning model for food and nutrition education, which may also address food insecurity concerns among adolescents which has been shown to correlate with poor nutrient intake and consequential health complications. Their overall model can be adapted taking into account the social, economic, and environmental context of a secondary school.

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Bhengu, Thamsanqa Thulani y Bongani Nhlanhla Mkhize. "Principals’ instructional leadership practices in improving learner achievement: Case studies of five secondary schools in the Umbumbulu area". Education as Change 17, sup1 (19 de diciembre de 2013): S33—S47. http://dx.doi.org/10.1080/16823206.2014.865989.

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Păduraru, Gabriela, Andrada Druică, Irina Manuela Mucenica, Mirabela Subotnicu, Bogdan Rotaru, Valeriu V. Lupu, Marin Burlea y Ancuţa Ignat. "Viral and bacterial tonsils infection. Case report". Romanian Medical Journal 62, n.º 4 (31 de diciembre de 2015): 395–97. http://dx.doi.org/10.37897/rmj.2015.4.13.

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Acute tonsillitis is an infection of the tonsils caused by one or more types of bacteria or viruses. We describe a case of acute tonsillitis, in a 8 year-old girl, with beta-hemolytic streptococcus group A, in pharyngeal exudate and staphylococcal methicillin-sensitive nasal swab, together with Epstein-Barr virus’ IgM antibodies. The incidence of infectious mononucleosis concomitant with angina group A beta-hemolytic streptococcal (GABHS) and methicillin sensitive Staphylococcus aureus is much lower, but not exceptional, representing complications of infectious mononucleosis. Amazing is the association of these bacteria in the infectious mononucleosis. Therefore, we face with a possible initial viral infection with secondary bacterial superinfection. In cases like this, a joint venture of the two bacterial infections, antibiotic treatment is recommended in order to prevent complications, especially those that can occur after an untreated strep infection.

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Aristovnik, Aleksander y Alka Obadić. "MEASURING RELATIVE EFFICIENCY OF SECONDARY EDUCATION IN SELECTED EU AND OECD COUNTRIES: THE CASE OF SLOVENIA AND CROATIA". Technological and Economic Development of Economy 20, n.º 3 (11 de agosto de 2014): 419–33. http://dx.doi.org/10.3846/20294913.2014.880085.

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This article continues on a number of previous studies by other scientists in investigating secondary education efficiency by applying a non-parametric methodology. In this respect, the purpose of the article is to review some previous studies on measuring the efficiency of public (secondary) education sector as well as some conceptual and methodological issues of a non-parametric approach. Most importantly, the Data Envelopment Analysis (DEA) technique is presented and then applied to a wide range of EU and OECD countries, including Slovenia and Croatia, to evaluate the technical efficiency of secondary education. The empirical results show that technical efficiency in secondary education varies significantly across the great majority of EU and OECD countries. Both Slovenia and Croatia show a relatively high level of technical inefficiency in their secondary education as they respectively only rank in the third and fourth quartiles among selected countries. Therefore, rationalising public secondary education spending is strongly recommended with possible redirecting of some excessive resources to the tertiary education sector.

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Henter, Heather J., Ralph Imondi, Karen James, Diana Spencer y Dirk Steinke. "DNA barcoding in diverse educational settings: five case studies". Philosophical Transactions of the Royal Society B: Biological Sciences 371, n.º 1702 (5 de septiembre de 2016): 20150340. http://dx.doi.org/10.1098/rstb.2015.0340.

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Despite 250 years of modern taxonomy, there remains a large biodiversity knowledge gap. Most species remain unknown to science. DNA barcoding can help address this gap and has been used in a variety of educational contexts to incorporate original research into school curricula and informal education programmes. A growing body of evidence suggests that actively conducting research increases student engagement and retention in science. We describe case studies in five different educational settings in Canada and the USA: a programme for primary and secondary school students (ages 5–18), a year-long professional development programme for secondary school teachers, projects embedding this research into courses in a post-secondary 2-year institution and a degree-granting university, and a citizen science project. We argue that these projects are successful because the scientific content is authentic and compelling, DNA barcoding is conceptually and technically straightforward, the workflow is adaptable to a variety of situations, and online tools exist that allow participants to contribute high-quality data to the international research effort. Evidence of success includes the broad adoption of these programmes and assessment results demonstrating that participants are gaining both knowledge and confidence. There are exciting opportunities for coordination among educational projects in the future. This article is part of the themed issue ‘From DNA barcodes to biomes’.

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Baporikar, Neeta. "Influence of Business Competitiveness on SMEs Performance". International Journal of Productivity Management and Assessment Technologies 7, n.º 2 (julio de 2019): 1–25. http://dx.doi.org/10.4018/ijpmat.2019070101.

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Small and medium enterprises (SMEs) play a pivotal role in fostering socioeconomic development especially in developing countries. They create employment opportunities, empower communities, and make positive contributions towards GDP. The objective of this study is to understand the influence of business competitiveness on SMEs performance through a case study of auto body repairs SME enterprise in Namibia referred to as ABR for confidentiality. The methodology is mixed methods with in depth literature review, and detailed multiple case studies on eleven medium sized auto-body repair enterprises. The analysis is through strategy tools supported by secondary and published data and reports. The findings reflect that although ABR has a sound credit rating with local financial institutions and there are opportunities for growth, ABR also needs to invest in equipment to become more competitive and strengthen its market.

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Lee, Yeji y Yoonjung Choi. "A Case Study of Secondary Social Studies Teachers’ Practices of Creativity Education and Their Professional Growth". Social Studies Education 59, n.º 3 (30 de septiembre de 2020): 151–67. http://dx.doi.org/10.37561/sse.2020.09.59.3.151.

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40

Baran, Mukadder. "IDENTIFYING BARRIERS WHEN TEACHING SCIENCE AND MATHEMATICS IN LOW ECONOMY REGIONS: SWANSEA AND HAKKARI AS CASE STUDIES". Journal of Baltic Science Education 18, n.º 6 (12 de diciembre de 2019): 848–65. http://dx.doi.org/10.33225/jbse/19.18.848.

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The purpose of this research was to identify the barriers that upper-secondary school science and mathematics teachers face during the teaching process in economically disadvantaged regions (Hakkari, Turkey and Swansea, UK). The research design was comparative case research and pursues qualitative methodological approach in collecting and analyzing the data about the barriers that teachers are encountering during the teaching process. The research sample consisted of 24 science and mathematics teachers from different upper-secondary schools in Hakkari and Swansea. Semi-structured interview forms, were developed and employed to collect the data. The thematic analysis was used to analyze the obtained data. The results revealed different categories in understanding the situations that science and mathematics teachers confront in both cases; student-related issues, pedagogical issues, teachers’ lack of subject knowledge and socio-economic and cultural-based issues. As student-based barriers, lack of prior knowledge, students`attention span, and interest; and regarding teachers-based barriers, teachers` lack of class management and communication skills, and lack of student-centered methods found as similar barriers. Language and socio-economical problems were also shared barriers for both cities. In addition to those barriers, political and family-based issues which hindered educational attainment found as the main barriers by science and mathematics teachers in Hakkari. Keywords: comparative case research, mathematics teachers, science teachers, teaching barriers.

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P. Abeles, Tom. "Is there a case for a “liberal education”?" On the Horizon 22, n.º 1 (4 de febrero de 2014): 67–71. http://dx.doi.org/10.1108/oth-10-2013-0038.

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Purpose – Since the creation of the trivium and quadrivium as the core for a post- secondary education, education itself has undergone substantive change, particularly since the end of the eighteenth century. Unspoken is the change in the population seeking such advanced knowledge, as well as the idea that the original elements might be recast as liberal studies and STEM (science/technology/engineering/mathematics); unspoken, too, are the ramifications. This paper aims to discuss these issues. Design/methodology/approach – The increased emphasis on STEM and its applications has reduced funding for liberal studies, leading to the potential for seriously reducing the perceived importance of the humanities and related liberal studies. This creates a feedback loop, as the increasing cost of education shifts the focus towards “practical” knowledge. Findings – As with the trivium and quadrivium, where it was expected that the latter was focused on work-related skills, there may be an increasing split in society between those who have the fiscal resources and obtain a liberal education, and the balance who enter the applied professions, amplifying the increasing socioeconomic gap in today's society. It also becomes problematic for members of society to effectively participate in the political process. Originality/value – An innovative look at the need for liberal education in the modern world.

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Gillanders, Carol y Carmen Franco Vázquez. "Towards the inclusion of a gender perspective in arts projects: a case study in secondary teacher training". Gender and Education 32, n.º 6 (26 de agosto de 2018): 767–83. http://dx.doi.org/10.1080/09540253.2018.1513455.

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Süğümlü, Üzeyir. "A Case Study on Teaching Turkish through Distance Education". International Journal of Psychology and Educational Studies 8, n.º 1 (27 de enero de 2021): 174–90. http://dx.doi.org/10.17220/ijpes.2021.8.1.278.

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The purpose of this study was to examine the status of secondary school Turkish education in distance education during the COVID-19 pandemic period in Turkey according to the opinions and observations of Turkish teachers. The fact that there are no studies examining the use of distance education in secondary school native language teaching constitutes the reason for the research. The research was carried out by the case study, one of the qualitative research designs. The participants of the study group in the first phase were 30 secondary school Turkish teachers, who worked in various schools in Turkey and taught online distance education courses in the spring semester of 2019-2020. The participants of the second phase of the study were 16 Turkish teachers who meet the above criteria. A semi-structured interview was held with the first group, while participants of the second group prepared observation reports on their live courses. The data collection tools of the research consist of a semi-structured interview form and a course observation form. Data collection tools were transformed into online forms and delivered online to the study group. The data of the research was collected over a period of one month and the document analysis technique was used to collect the data. The research data were analyzed using the content analysis method. The categorical analysis, one of the types of content analysis, was used in the study. The data analysis was performed with MAXQDA 2020 qualitative data analysis package program. Visualizations were made with the program used. For data analysis reliability, direct transfer statements were given from the codes where the opinions were concentrated. As a result of the study, it was concluded that the teachers faced with negativities intensely and they could not teach Turkish properly with distance education.

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Qingling, Yuan, Yuan Qunhua y Wan Ying. "Exploring Professional Development from Brief Experiences: Case Studies of Secondary EFL Teachers in China". English Language Teaching 9, n.º 12 (21 de noviembre de 2016): 109. http://dx.doi.org/10.5539/elt.v9n12p109.

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<p>The current situation of educational reforms since 1990s has brought up a booming demand of competent EFL teachers because of economic globalization and further opening-up policy in China. So it’s vital and significant to explore EFL teachers’ professional development in order to promote English language teaching. Based on the Constructivism Perspective in educational psychology and new trends in Second Language Teacher Education, this research focuses on six secondary EFL teachers’ critical incidents and narrates their brief experiences by deep interview and field notes. After categorized analysis through recurring themes, the discussions about four domains (i.e. learning experiences, knowledge & beliefs, teaching practice and social context) are summarized below. These teachers have experienced pre-service & in-service and formal & informal learning that has different features. Secondly, they hold some common knowledge & beliefs, which are always developing but fluctuate with realities. Next, their language teaching develops from initial to survival then to mastery and personalization, but each stage is distinctive in different situations. Social context facilitates or constrains their professional development, but their responses to it are various to seek personal and professional balance. In conclusion, it interprets five interactive factors in the process of teacher professional development: Normal education and professional programs play essential roles; Self-directed teaching & school-based activities provide diverse paths; Perfection of language & teaching serves as peculiar professional qualities; Love for students & love for teaching functions as original driving force; Chinese social context works as potential external stimuli. Finally, it presents some feasible suggestions.</p>

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Kouni, Zacharo, Marios Koutsoukos y Dimitra Panta. "Transformational Leadership and Job Satisfaction: The Case of Secondary Education Teachers in Greece". Journal of Education and Training Studies 6, n.º 10 (12 de septiembre de 2018): 158. http://dx.doi.org/10.11114/jets.v6i10.3451.

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In international literature there are many documented studies which have shown the relationship between leadership and job satisfaction. Specifically, transformational leadership is highly associated with this important and positive work attitude, that is, job satisfaction. The interpretation in a school context is that the director should operate as transformational leader so as to produce better educational outcomes through teachers' job satisfaction. In Greece, little empirical research has been done to investigate the perceptions of teachers about the relationship between transformational leadership and job satisfaction of teachers. The purpose of the present study is to investigate the perceptions of teachers to the extent that transformational leadership contributes to job satisfaction. The selected research method is a combination of quantitative and qualitative methods, namely using the questionnaire and the interview. The sample consisted of 171 teachers from two types of educational institutions, secondary junior high schools and high schools, of a local directorate of secondary education. The survey results showed that teachers feel substantial satisfaction when the school principal acts as a transformational leader. Demographic variables, the type of school, and work experience, do not affect the views of teachers.

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Taylor, Neil, Frances Quinn, Kathy Jenkins, Helen Miller-Brown, Nadya Rizk, Theodosia Prodromou, Penelope Serow y Subhashni Taylor. "Education for Sustainability in the Secondary Sector—A Review". Journal of Education for Sustainable Development 13, n.º 1 (marzo de 2019): 102–22. http://dx.doi.org/10.1177/0973408219846675.

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This article reviews Education for Sustainability (EfS) in the secondary sector across a range of countries. Drawing on journal articles, book chapters and official reports, it identifies some of the more successful approaches to implementing EfS within the secondary sector. The authors first discuss the importance of educating for sustainability at the secondary level and then explore barriers to effective EfS in secondary schools. They go on to share their insights into contextual factors that influence EfS practices which are reported in the case studies. In particular, they discuss the influence of (a) politics and curriculum renewal, (b) alignment of curriculum, resources and teaching, (c) the perceived state of EfS and (d) teachers’ professional development as determinants of EfS implementation and success.

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Stanislavchuk, O., O. Gornostaj, N. Slobodianyk y V. Tokars'ka. "DANGERS MONITORING IN SECONDARY EDUCATION INSTITUTIONS". Bulletin of Lviv State University of Life Safety 20 (23 de enero de 2020): 64–73. http://dx.doi.org/10.32447/20784643.20.2019.09.

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Creating a safe environment in schools is an extremely important task that requires a lot of attention. Peculiarity of such educational institution is: - availability of premises for various purposes (classrooms, classrooms for such subjects as chemistry and physics, workshops for labor training with tools, materials, sewing machines, sports and assembly hall, dining room, kitchen). - group stay in one building of different children age groups at the same time. - institutions become the venue for various events – fairs, concerts, meetings, sports competitions. The legislation of Ukraine states that all institution employees, as well as students, should be taught the safe be-havior rules. It has been researched that child traumatism makes up about 26% of the total, including 12-16% at school. It is found that not all educational staff have an idea of the potential dangers real number that could endanger both their lives and their health and their students as well. The main causes of school traumatism are: the lack of teacher control over students' behavior during lessons and breaks and poorly organized educational work. Studies of existing risks at the educational process were carried out in several ways: legislation on the education-al process organizing analysis, sociological (questionary of students, their parents, teachers, teachers of inclusive educa-tion, employees of supervisory bodies), statistical (emergencies analysis that occurred in educational countries for the last two years) and other methods. The study compiled a list of the most common dangers that pose or may pose a threat to educational process participants in modern schools. The most common are: - unknown gas, which is distributed at school events or at school premises, so it is necessary to plan evacuation drills in case of unknown gas spraying in premises, or detection of explosive or unknown objects in premises or on school area, as well as in case of danger; - the dangers encountered in the school's courtyards - enhanced protection and access restriction to the educational institutions territory of persons who do not directly participate in the educational process and to develop and dis-seminate to students, pedagogical staff the rules leaflet on dealing with suspicious objects; - fires in school buildings - fire safety inspections before the school year start show that a significant percentage of schools do not meet the requirements. The main violations found while fire safety school detecting are: missing or faulty fire systems; improperly connected hydrants; faulty fire extinguishers; missing or faulty external water supply; arrangement of fire-hazardous stretch ceilings; no lightning rod; combustible bases under concealed wires, sockets and switches,; evacuation routes are not illuminated; no fire protection, no fire safety instructions; lattices are fixed on the windows; the door does not open in the exit direction. All educational process participants should know the procedure and sequence of actions in case of fire: 1. The fire department must be notified by telephone (101), to switch on the notification system, to inform the facility manager or the assistant. 2. Evacuate students and pupils from the building on the alarm signal. Evacuation should be performed accord-ing to the developed evacuation scenario in different cases (the event happened during the lesson, during a break, while staying with children in the cafeteria, during events in the assembly hall, at night - for institutions with round-the-clock stay of children, etc.). 3. All puipils evacuated from the building are checked according to the available in groups or classes list (log-book) by name. 4. In the daytime, pupils, groups (classes) are accommodated in the building (on the specified address). At night, they are evacuated to the building (note address). Therefore, knowing the simplest security rules will help to reduce the level of danger at an institution. The need is to create a risk management system that will allow: successfully deal with the risks of different origins and their consequences; take into account the specifics of each situation; ensure adequate powers and responsibilities allocation; respond promptly to changing conditions; optimally apply the necessary resources to reduce risk; eliminate the negative effects of adverse situations and events with minimal resources and in the shortest possible time.

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Ketsitlile, Lone Elizabeth. "San Junior Secondary Students' Home–School Literacy Disconnection: A Case Study of a Remote Area Dweller School in Botswana". Diaspora, Indigenous, and Minority Education 5, n.º 2 (13 de abril de 2011): 88–99. http://dx.doi.org/10.1080/15595692.2011.559773.

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Ngololo Kamara, Elizabeth, Choshi Kasanda y Gert Van Rooy. "Provision of Integrated Early Childhood Development in Namibia: Are We on the Right Track?" Education Sciences 8, n.º 3 (7 de agosto de 2018): 117. http://dx.doi.org/10.3390/educsci8030117.

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The provision of Integrated Early Childhood Development (IECD) positively impacts children’s futures physically, cognitively, emotionally and socially. The assessment sought to inform intervention programs to improve the status of children’s physical, social-emotional, cognitive and educational needs, as well as their health and nutritional needs. A mixed method approach was used to collect data: a survey and multiple case studies through interviews with 32 caregivers were conducted and focus group discussions were held with community members. The findings show that the Early Childhood Development (ECD) centers lacked the essential prerequisites for the provision of quality IECD education as per the requirements stipulated in the Adapted Theory of Change (ATC). The study recommends formation of smart partnerships in providing integrated childhood development services at ECD centers to meet their health, sanitation, nutritional, physical, socio-emotional and cognitive needs.

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Nekongo-Nielsen, Haaveshe Ndeutalala y Elizabeth Ndeukumwa Ngololo. "Principals’ experiences in the implementation of the English Language Proficiency Programme in Namibia". Journal of Educational Administration 58, n.º 1 (22 de octubre de 2019): 81–95. http://dx.doi.org/10.1108/jea-06-2018-0113.

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Purpose Namibian principals are usually placed in leadership positions without orientation and are found to lack skills to supervise teachers in delivering instruction using the English language. Studies conducted elsewhere in the world found that effective school leadership is needed for the success of professional development programmes. The purpose of this paper is to explore principals’ lived experiences with regard to their roles in the implementation of the English Language Proficiency Programme (ELPP). Design/methodology/approach This paper followed a qualitative inquiry with multiple case study designs to explore principals’ lived experiences during the implementation of the ELPP. Ten schools were selected for the analysis, two from each of the five regions. The schools were selected on the basis of remoteness, the total number of teachers who participated in the ELPP, school phases (i.e. primary and combined) and pre-test scores. Principals were interviewed using exploratory open-ended questions, and data analysis produced five categories under which the results were presented. Findings The findings indicate that principals applied their individual logic to accommodate and implement the programme. They applied their individual productive leadership habitus to contextualise ELPP activities to ease their workload and appear corporative. Principals had significant influence on teacher learning and ensured successful implementation of a ministerial programme. Moreover, their leadership skills influenced the ways in which teachers received instruction and created a conducive learning environment. Owing to principals’ administrative, instructional and transformational leadership, many teachers participated and transcended upward and some were declared proficient in English. Research limitations/implications This study research the effectiveness of leadership regarding English professional development programmes in achieving goals, explore power relations between school principals and education officials when developing and implementing professional development programmes and establish more efficient ways of providing a better leadership model for professional development programmes to achieve goals. Practical implications This paper was limited to a few principals at rural schools in selected regions, therefore findings could not be generalised. Social implications There is a need for creating opportunities for interactions among all stakeholders who are involved in the development and implementation of English proficiency programmes and to build power relations and work as a team to benefit schools. In order to enhance programme implementation and improve learning outcomes, there is also a need to provide feedback at intervals and find solutions to challenges as a team. Originality/value Placing principals in situations without orientation triggered the need for specific leadership logic and particularities to be applied in a context for the success of the programme, which resulted in participation of more teachers in the ELPP. They applied their particularities and productive habitus through administrative, instructional and transformational leadership to enhance learning. Principals appointed English language teachers to instruct and mentor others, and consequently enabled some principals and teachers to exit the programme. Principals achieved these short wins upon realising that one has to cooperate with the authority to ensure achieving desired outcomes.

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