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Littérature scientifique sur le sujet « Universal Primary Education »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 26 janvier 2023

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Articles de revues sur le sujet "Universal Primary Education"

Sitta, Margaret Simwanza. « Towards universal primary education ». UN Chronicle 44, n^o 4 (31 décembre 2007) : 23–24. http://dx.doi.org/10.18356/f8478905-en.

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Amin, Sajeda, et S. Chandrasekhar. « LOOKING BEYOND UNIVERSAL PRIMARY EDUCATION ». Asian Population Studies 8, n^o 1 (mars 2012) : 23–38. http://dx.doi.org/10.1080/17441730.2012.646820.

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d’Aiglepierre, Rohen, et Laurent Wagner. « Aid and Universal Primary Education ». Economics of Education Review 37 (décembre 2013) : 95–112. http://dx.doi.org/10.1016/j.econedurev.2013.09.001.

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Haque, M. N., S. Nasrin, M. N. Yesmin et M. H. A. Biswas. « Universal Pre-Primary Education : A Comparative Study ». American Journal of Educational Research 1, n^o 1 (22 janvier 2013) : 31–36. http://dx.doi.org/10.12691/education-1-1-7.

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Okware, Fabiano. « UNIVERSAL PRIMARY EDUCATION : PERSPECTIVES FROM UGANDA ». JOURNAL OF SOCIAL SCIENCE RESEARCH 4, n^o 2 (28 juin 2014) : 495–507. http://dx.doi.org/10.24297/jssr.v4i2.3048.

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The study aimed at assessing the implementation, achievements, experiences and challenges of MDG 2 for UPEProgramme in Uganda. Opinions of key stakeholders were sought. The study revealed some significant successes inensuring access to free and compulsory education and in reducing gender disparities at the primary school level. Thegreatest challenge remains that of more girls than boys not completing the primary cycle. The lessons learnt are: politicalcommitment, government support, quality education to motivate learners to stay at school, motivation of teachers for theirhigh commitment and stakeholder involvement.

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Somuncu, Mehmet. « Achieving Universal Primary Education in Mountains ». Mountain Research and Development 26, n^o 1 (février 2006) : 20–23. http://dx.doi.org/10.1659/0276-4741(2006)026[0020:aupeim]2.0.co;2.

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Lee, Kiong Hock. « Universal primary education : An African dilemma ». World Development 16, n^o 12 (décembre 1988) : 1481–91. http://dx.doi.org/10.1016/0305-750x(88)90221-5.

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SAWAMURA, Nobuhide. « Efforts towards Universal Primary Education in Kenya ». Comparative Education 2004, n^o 30 (2004) : 129–47. http://dx.doi.org/10.5998/jces.2004.129.

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Otyola, Roberts Wandera, Proscovia Nalwadda, Godfrey Wamani Bagamba, John Bukenya, Edward Kamaga et Susan Bantebya. « Examining the Successes of Universal Primary Education and Universal Secondary Education Policies in Uganda ». American Journal of Education and Practice 6, n^o 3 (19 août 2022) : 14–25. http://dx.doi.org/10.47672/ajep.1153.

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Purpose: The mission statement of the Ministry of Education and Sports (MoES) in Uganda is to provide for, support, guide and co-ordinate, regulate, and promote quality education and sports to all persons in Uganda for national integration, individual and national development. It is in these lenses that the Ugandan government adopted the UPE and USE programs to educate her children. Methodology: This paper uses document review methodology to assess successes achieved by both the Universal Primary Education and Universal Secondary Education programs adopted by the Uganda government in 1997 and 2006 respectively. Findings: Assessment results show that both programs have had a positive impact on access and equity of previously vulnerable children who could not afford self-educational sponsorship. However, the issue of quality education provision is yet to be achieved. Recommendations: The study therefore recommends further research into examination of the relationship between UPE pupils’ low performance levels in literacy and numeracy and their somewhat good performance at Primary Leaving Examinations. All stakeholders should desist from politicizing educational issues and instead concentrate on formulating evidence-based policies based on developmental needs for joint ownership and implementation of the respective Free Education Policies.

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Eldridge, Graham. « Low‐cost private education : impacts on achieving universal primary education ». Compare : A Journal of Comparative and International Education 40, n^o 1 (janvier 2010) : 129–30. http://dx.doi.org/10.1080/03057920903425622.

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Thèses sur le sujet "Universal Primary Education"

Nambalirwa, Stellah. « The implementation of Universal Primary Education in Uganda ». Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/27986.

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Since independence in 1962, the education system in Uganda has comprised four levels under the control of the Ministry of Education and Sports, namely, the pre-school, primary education, post-primary education and higher education. In 1986, the National Resistance Movement formed a series of commissions to investigate the functioning of the Ministry of Education and Sports. Subsequently, the Education Policy Review Commission was established and made the recommendation to universalise primary education. In 1996, the President announced free education for all with the main components including the provision of free education for a maximum of four children per family, and the removal of school fees in primary schools from grades one to seven. The main goal was to provide for the minimum necessary facilities and resources to enable all Ugandan children of school-going age to enter and remain in school until the primary cycle is completed. However, the implementation of Universal Primary Education in Uganda has been met with various challenges. The current planning and organising framework does not support its implementation with communication and coordination challenges cited as most problematic. This study focuses on proposing a planning and organising framework that will address the issues regarding policy implementation, coordination and communication. Specifically, the study will focus on:

a) describing the internal and external environment within which Universal Primary Education in Uganda is implemented; b) exploring the planning and organising challenges hindering the implementation of Universal Primary Education in Uganda; and c) proposing a comprehensive planning and organising framework to support the implementation of Universal Primary Education in Uganda. The study employs a qualitative approach and data is collected through the use of an extensive literature review supported by qualitative interviewing of key role-players employed by the Ministry of Education and Sports in Uganda. International best practices are used to determine the planning and organising requirements for successful implementation. The study proposes the establishment of a Department of Primary Education responsible for ensuring the appropriate involvement of all role-players in the planning and organising functions. The establishment of such a department will ensure that monitoring and evaluation, accountability of finances and effective communication are achieved. By placing emphasis on the planning and organising requirements for implementation, the aim of providing free education to all Ugandan children might be achieved. Copyright
Dissertation (MAdmin)--University of Pretoria, 2010.
School of Public Management and Administration (SPMA)
unrestricted

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Lee, Stevan Richard Haydn. « Impact of Ugandaâ€™s universal primary education policies ». Thesis, University of Nottingham, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.478982.

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Nicola, Eric Thomas. « Has universal primary education improved school enrollment of AIDS orphans ? » Connect to Electronic Thesis (CONTENTdm), 2010. http://worldcat.org/oclc/646048288/viewonline.

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Saleem, Mohammad. « A strategic plan for universal primary enrollment in Pakistan by the year 2000 / ». Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11167646.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1991.
Typescript; issued also on microfilm. Sponsor: Craig Richards. Dissertation Committee: Thurston Atkins. Includes bibliographical references: (leaves 208-215).

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Wahitu, Fred Higenyi. « School-based accountability and management of Universal Primary Education in Uganda ». Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/65476.

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Uganda endorsed school-based management (SBM) through the enactment of the Education Act (2008), which provided for the establishment of the School Management Committees (SMCs) in public primary schools to be in charge of managing schools on behalf of the government. The Act states that SMCs are specifically in charge of Universal Primary Education (UPE) in Uganda and are responsible for the successful implementation of the policy. The purpose of this study was to investigate the roles of SMCs in the accountability for the UPE achievements. This study is rooted in the interpretivist constructionist research paradigm. The researcher utilised semi-structured interviews and observations to generate data to answer the research questions. The qualitative approach enabled the researcher to interact with the participants in order to harness their primary voice while sharing their lived experiences in the real world. Data obtained from the interviews and observations were corroborated with document analysis data related to SBM and accountability for universal basic primary education achievement. The researcher used multiple research sites and participants to generate data, a case study approach which is more robust in comparative data. The sampling for the participants was purposive and four SMCs from four regions of Uganda and four participants from each of the SMCs were selected. The findings of the study indicate that the voluntary SMCs did implement the roles and responsibilities for UPE accountability, though there were diverse degrees of success. The differing measures of SMC effectiveness were as a result of factors such as: member capacity and perceptions; lack of policy implementation; other stakeholder actions: and inadequate resources. The importance of a volunteerism strategy as a cornerstone of UPE implementation was eminent in this study since the schools were poorly resourced partly due to high poverty levels in the community. The researcher concludes that the effectiveness of the SMC in monitoring the implementation of UPE is based on the relationship they have with other stakeholders and, thus, a model was developed to emphasise the importance of the relationships.
Thesis (PhD)--University of Pretoria, 2017.
Education Management and Policy Studies
PhD
Unrestricted

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Moshi, E. E. « The progress and impact of universal primary education in Tanzania, 1978-1984 ». Thesis, University of Hull, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376381.

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Grover, I. « Universal Primary Education as innovation : a study of wastage in an Indian village ». Thesis, University College London (University of London), 1985. http://discovery.ucl.ac.uk/10019586/.

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Mugabe, Robert. « How School Management Committees monitor the implementation of Universal Primary Education in Uganda ». Thesis, University of Pretoria, 2009. http://hdl.handle.net/2263/67826.

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The provision of basic education through the UPE programme has gained momentum since its inception. This is because since the government took over the roles of paying tuition fee, providing instructional materials, paying teachers and providing school infrastructure, enrolment rose, and has continued to rise. In ensuring that government resources are well utilised, the government mandated the community through SMCs and charged them with the responsibilities of mobilising school resources from the community to supplement government resources that are insufficient for schools, monitoring the utilisation of school resources and undertaking general management roles in schools to ensure that there is efficient education service delivery that promotes teaching and learning. The purpose of this study was, therefore, to explore how SMCs monitor the implementation of UPE in Uganda. The study was driven by the assumption that if school resources are effectively monitored by the community themselves through SMCs, the government‘s objective of ensuring that all school-going children access school could be realized. The study used an explanatory sequential mixed methods approach to conduct a comprehensive study that gave a clear understanding of how monitoring the school resources is effected. Simple random sampling was used to select the sample for the quantitative study and data was collected using a questionnaire while purposive sampling was used to select the participants for the qualitative study and data was collected using structured interview.The result of the study identified the gaps in the way in which the SMCs monitor the school resources. The study results indicate that the SMCs do not have the full mandate to take any decisions that affect the operations of schools. This acts as a demotivating factor to SMCs in undertaking their roles. The study findings further reveal that there is no clear monitoring framework used by SMCs that guides them on what to monitor and how to monitor based on set measurable indicators. This gap leaves the SMC in each school to undertake their duties differently, yet they monitor the same programme. The study further reveal that SMCs encounter challenges in effecting their work; some of these challenges are policy issues and others are administrative in nature. Much as the they have attempted to come up with strategies to handle the challenges, little is being done to address them. The study findings have implications for policy-makers and UPE implementers. The study recommends that the Central Government should consider empowering SMCs through constant training in financial management and understanding policies governing their duties and responsibilities. The study further recommends that for UPE policy of community management of schools to be ffective, Government should put in place the level of education and experience for some one to be elected as a member of SMC.
Education Management and Policy Studies
PhD
Unrestricted

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Davén, Jonatan. « Free Primary Education in Tanzania ? : A case study on costs and accessibility of primary education in Babati town ». Thesis, Södertörn University College, School of Life Sciences, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1833.

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In 2002 Tanzania initiated the implementation of the Primary Education Development Plan (PEDP), in which a substantial capacity expansion and quality improvement of primary education was outlined. The most important measure in the plan was to make primary school free and accessible to all, irrespective of financial capabilities. This thesis is a qualitative policy study, which aims at finding out whether or not primary education is free and equally accessible to all in Tanzania. Besides establishing if it is in fact free and accessible, the thesis identifies the main costs and restraints to access and also brings forward the children’s perceptions on these restraints. The answers to these questions were sought in a case study, conducted in Babati District in Northern Tanzania. Data were collected through semi-structured interviews with households, school staff and primary school children and their responses has been compared to the national policy on primary education. The main conclusions of the study are that: Primary education is not free in Tanzania, as there are significant costs involved to send a child to primary school, such as school uniform, school material and various contributions to the running costs of the school. Neither is primary education equally accessible to all, as children from households, which cannot pay these costs, are sent home from school on a regular basis. Lastly, being sent home has a damaging effect on the children’s school performances and self-esteem.

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Webster, Thomas. « Globalisation of education policies the extent of external influences on contemporary universal primary education policies in Papua New Guinea / ». Port Moresby : University of Papua New Guinea Press, 2000. http://catalog.hathitrust.org/api/volumes/oclc/46866452.html.

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Livres sur le sujet "Universal Primary Education"

Great Britain. Department for International Development., dir. The Challenge of universal primary education. London : DFID, 2001.

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Achieving education for all : Pakistan : promising practices in universal primary education. London : Commonwealth Secretariat, 2007.

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The universal primary education (UPE) in Uganda. Kampala, Uganda : Makerere University School of Higher Education, 2012.

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Muedini, Fait. Human Rights and Universal Child Primary Education. New York : Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137523242.

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Burke-Ramsay, Angela. Early childhood education : Good practice in achieving universal primary education. London : Commonwealth Secretariat, 2005.

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Bob, Phillipson, dir. Low-cost private education : Impacts on achieving universal primary education. London : Commonwealth Secretariat, 2008.

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Munene, J. C. The management of universal primary education in Uganda. Addis Ababa : Organisation for Social Science Research in Eastern and Southern Africa, 2009.

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Munene, J. C. The management of universal primary education in Uganda. Addis Ababa : Organisation for Social Science Research in Eastern and Southern Africa, 2009.

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Munene, J. C. The management of universal primary education in Uganda. Addis Ababa : Organisation for Social Science Research in Eastern and Southern Africa, 2009.

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J, Bown Lalage, Commonwealth Secretariat et Consortium for Research on Educational Access, Transitions & Equity, dir. Maintaining universal primary education : Lessons from Commonwealth Africa. London : Commonwealth Secretariat, 2009.

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Chapitres de livres sur le sujet "Universal Primary Education"

Muedini, Fait. « Child Education in International Human Rights Law ». Dans Human Rights and Universal Child Primary Education, 23–54. New York : Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137523242_3.

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Sawamura, Nobuhide. « Universal Primary Education in Africa : Facets and Meanings ». Dans The Palgrave Handbook of African Education and Indigenous Knowledge, 637–55. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38277-3_30.

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Muedini, Fait. « Introduction ». Dans Human Rights and Universal Child Primary Education, 1–6. New York : Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137523242_1.

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Muedini, Fait. « The Importance of Education : What Are the Benefits of Providing Free Child Primary Schooling ? » Dans Human Rights and Universal Child Primary Education, 7–21. New York : Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137523242_2.

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Muedini, Fait. « What Are the Reasons Why Children Are Not Attending Primary School ? » Dans Human Rights and Universal Child Primary Education, 55–95. New York : Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137523242_4.

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Muedini, Fait. « State Challenges to Ensuring Free Primary Schooling : Case Studies ». Dans Human Rights and Universal Child Primary Education, 97–115. New York : Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137523242_5.

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Muedini, Fait. « Non-State Actors : The Role of NGOs in the Fight for Free Universal Education ». Dans Human Rights and Universal Child Primary Education, 117–38. New York : Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137523242_6.

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Muedini, Fait. « Conclusion and Recommendations ». Dans Human Rights and Universal Child Primary Education, 139–59. New York : Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137523242_7.

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Mugabe, Robert, et Teresa T. A. Auma Ogina. « Monitoring and Implementation of Universal Primary Education (UPE) in Uganda ». Dans The Education Systems of Africa, 1–23. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43042-9_9-1.

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Mugabe, Robert, et Teresa Auma Ogina. « Monitoring and Implementation of Universal Primary Education (UPE) in Uganda ». Dans The Education Systems of Africa, 187–209. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-44217-0_9.

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Actes de conférences sur le sujet "Universal Primary Education"

Afzal, Tashfa, Asma Kiran, Maham Sajjad et Amna Khan. « IMPLICATIONS OF UNIVERSAL DESIGN FOR LEARNING INFUSED COLLABORATIVE LEARNING APPROACH ON STUDENT ENGAGEMENT AND LEARNING IN PRIMARY EDUCATION ». Dans 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1070.

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Markova, Nadezhda Grigoryevna. « Teacher’s personality – an indicator of successful educational route of a child’s development ». Dans II Сollection of articles. Publishing house Sreda, 2018. http://dx.doi.org/10.31483/r-21745.

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Due to the progress in science and technology and the changing character of social relationships contemporary polycultural society makes increasingly high demands on the personality of a primary school teacher, his professionalism, competences and personal qualities. The author points out that the aim of education is personal, cognitive, polycultural development of students providing such key competence as the ability to learn. Universal learning activities formed by the teacher at each stage of the class, their properties and quality determine the effectiveness of the educational process, in particular knowledge assimilation, skills formation, image of the world and main types of students’ competences.

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Ihuoma, Chinwe. « Achieving Sustainable Development Goal (SDG) 4 among Female Nomadic Children in Nigeria using Open and Distance Learning Strategies ». Dans Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5898.

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Education is a basic human right that every child ought to enjoy. Sustainable Development Goal 4 is also to ensure inclusive and equitable quality education and to promote lifelong learning opportunities for all by year 2030. Nigeria recognizes education as a fundamental human right and is signatory to the Convention on the Rights of the Child (CRC). In 2003, the Government of Nigeria passed into Law the Child Rights Act aimed at facilitating the realization and protection of the rights of all children. Nigeria also enacted the Universal Basic Education (UBE) law, which provides for a 9-year free and compulsory basic education to fast-track education interventions at the primary and junior secondary school levels. Nomads have been defined as people; who mainly live and derive most of their food and income from raising domestic livestock. // They move from place to place with their livestock in search of pasture and water. Because of this, sending their children to school becomes a big issue for them and the girl child is the worst affected. Girl-child education is the education geared towards the development of the total personality of the female gender to make them active participating members of economic development of their nation. Education also helps girls to realize their potentials, thus enabling them to elevate their social status. This paper which adopts descriptive research design examined the factors hindering adequate participation of the nomadic girl child in formal Education. Religious factors and beliefs, poverty ,Parents’ attitude, underdevelopment and insecurity, Educational policy and home-based factors, were some of the hindering factors identified, among others. Ways of enhancing their participation were suggested and recommended, such as training in literacy and vocational skills, mobile education and improved political will. These will make the girl child become functional in the society.

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Armstrong, Aaron, et Subha Kumpaty. « The Efficacy of Spreadsheet Modelling As an Alternative Means of Teaching Process Simulation ». Dans ASME 2019 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/imece2019-11926.

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Abstract Spreadsheet based simulation has many advantages over the pre-programmed simulation applications more commonly used in teaching simulation in undergraduate courses. They are almost universally ubiquitous in business settings around the world. There is near certainty that students will have access to them after graduation since spreadsheets are a standard business tool used by nearly all engineers [1]. In addition, spreadsheets are already present within most standard operating systems. This means that there will be no need to buy or get approvals from Information Technology software committees or other managerial roadblocks. As an alternative to this, there are now free OpenOffice and LibreOffice spreadsheets available on most platforms which make their access effectively universal. Aside from their excellent availability, spreadsheets are an extremely capable learning tool for best practices in process simulation. Most engineering students are arriving at college with a good set of spreadsheet skills from their primary education and then the rest tend to pick it up early as underclassmen [2]. Spreadsheet simulation is easy to explain and generally very simple to debug. Although the now mainly antiquated code-based simulation packages used to offer these same advantages, they have now been largely replaced by more graphically oriented packages which depend in part on subtle mouse clicks and sometimes complex sub-menu structures. In addition, spreadsheets offer easily accessible native analysis and excellent graphing capabilities. Several advantages and potential disadvantages of spreadsheet simulation are presented in comparison to contemporary process simulation. Several simulation projects are then discussed related to Markovian processes including stochastic scatter patterns, sequential random object movement, multi-server queueing processes, dynamic intercept models, complex traffic and evacuation models, and Susceptible-Infected-Removed infections design simulations were taught using spreadsheet simulation.

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Heidrich, Regina, Sheisa Amaral Da Cunha Bittencourt et Rita Almendra. « Accessible Digital Game on the UN Sustainable Development Goals in Brazil ». Dans 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001966.

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In the pandemic scenario experienced since 2020, it was observed that the problems linked to education were worsened. Brazil, which has recently achieved universal primary education, is facing historical difficulties in terms of evasion, gaps, and growing differences in student learning levels. To quantify the consequences of the pandemic on education, the World Bank used the concept of learning poverty, an idea similar to the monetary poverty line. In the Latin American region, considering the impact on education until the beginning of 2021 and the closing of schools for 10 months, it could go from 55% to 71% of the population classified as learning poor.Aiming to contribute to issues related to the learning gap, it is intended, through gamification, to develop a digital game that encompasses the goals of sustainable development of the UN (2020). In addition, it will be developed with accessibility requirements. Accessibility in digital games is established as a way to remove all barriers that cause the game's target audience to be excluded. It seeks to maintain a challenging experience, so regardless of whether the player has a disability or not, one can finish the game without outside help. Thus, the task of bringing one of the 17 sustainable development goals proved to be a problem that is also faced by educators over time: how to work with scientific knowledge in a fun way?In recent years, the digital games industry has been concerned with expanding the possibilities of accessibility, and in the same way, it is possible to see a greater interest also by the academic area in this matter since there is a greater number of studies on this subject. The general objective of this article is to analyze the criteria that will need to be developed for a game to be fully accessible. As a hypothesis, it is believed that this analysis makes it possible to perceive strengths that the digital games industry has developed in terms of accessibility features and it will still be possible to identify gaps to be explored in this field, in order to reduce the exclusion rate of people with disabilities, in digital games. As a methodology, a crossing will be made between the defaults found and principles of accessibility and usability. As result, we found that the game industry has invested a lot in resources related to the principles "Information of Easy Perception" and "Comparable Usage" of Universal Design, while still lacking resources related to the principle of "Flexible Usage". We conclude that this work will contribute to filling the gaps found related to the inclusion of all people in digital games.

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White, Robert, Jackie Seaman, Xuejun Fan et Paul R. Corder. « Improved Lawnmower Blade Design and Optimization ». Dans ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-11564.

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With an estimated three billion man-hours of use each year, improvements to the mechanical efficiency of lawnmower systems may yield significant reductions in emissions. Modifications to either the blade geometry or material have been considered in order to achieve the desired gains in efficiency. Specifically, focus is placed upon identification of a more efficient edge shape, reduction of required power input to the blade, and extending the life of the blade sharpness. Using software packages such as Parametric Technology Corporation’s (PTC’s) Pro/Engineer the students were able to increase the quality of design via finite element analysis (FEA) programs such as MSC. Nastran or PTC’s Mechanica. AISI 440C stainless steel was selected as a possible candidate based upon several appealing properties such as high strength, hardness, and resistance to corrosion. It does however have a lower fracture toughness and therefore presents a higher susceptibility to brittle fracture. When both the traditional stress analysis and fracture analysis were considered, opposing results were found. Due to this, other criteria such as cost of material, machining costs, and carbon footprint were considered before making a final design decision. Enhancing education in engineering by diversifying design criteria and encouraging students to address contemporary, real-world design problems was a primary goal of this project. The traditional mechanical design approach relies on stress-strain analysis in order to predict potential failure scenarios, and is the primary technique presented in most undergraduate engineering curricula. Despite its significance, the fracture mechanics approach is not often presented in great detail at the undergraduate level. The academic benefits of including these more universal considerations in the undergraduate engineering curriculum are illustrated in this paper.

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Kastornova, Elena Fedorovna. « Universal teaching actions formation in primary school by educational investigation activity organization ». Dans VIII International Research-to-practice conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-112753.

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Roberts, Sarah Eve, Haley Gomez et Edward Gomez. « Universe in the Classroom : using robotic telescopes in primary schools ». Dans Robotic Telescopes, Student Research and Education. Our Solar Siblings, 2018. http://dx.doi.org/10.32374/rtsre.2017.023.

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Block, Shannon, Steven Munkeby et Samuel Sambasivam. « An Empirical Examination of the Effects of CTO Leadership on the Alignment of the Governance of Big Data and Information Security Risk Management Effectiveness ». Dans InSITE 2021 : Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4763.

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Aim/Purpose: Board of Directors seek to use their big data as a competitive advantage. Still, scholars note the complexities of corporate governance in practice related to information security risk management (ISRM) effectiveness. Background: While the interest in ISRM and its relationship to organizational success has grown, the scholarly literature is unclear about the effects of Chief Technology Officers (CTOs) leadership styles, the alignment of the governance of big data, and ISRM effectiveness in organizations in the West-ern United States. Methodology: The research method selected for this study was a quantitative, correlational research design. Data from 139 participant survey responses from Chief Technology Officers (CTOs) in the Western United States were analyzed using 3 regression models to test for mediation following Baron and Kenny’s methodology. Contribution: Previous scholarship has established the importance of leadership styles, big data governance, and ISRM effectiveness, but not in a combined understanding of the relationship between all three variables. The researchers’ primary objective was to contribute valuable knowledge to the practical field of computer science by empirically validating the relationships between the CTOs leadership styles, the alignment of the governance of big data, and ISRM effectiveness. Findings: The results of the first regression model between CTOs leadership styles and ISRM effectiveness were statistically significant. The second regression model results between CTOs leadership styles and the alignment of the governance of big data were not statistically significant. The results of the third regression model between CTOs leadership styles, the alignment of the governance of big data, and ISRM effectiveness were statistically significant. The alignment of the governance of big data was a significant predictor in the model. At the same time, the predictive strength of all 3 CTOs leadership styles was diminished between the first regression model and the third regression model. The regression models indicated that the alignment of the governance of big data was a partial mediator of the relationship between CTOs leadership styles and ISRM effectiveness. Recommendations for Practitioners: With big data growing at an exponential rate, this research may be useful in helping other practitioners think about how to test mediation with other interconnected variables related to the alignment of the governance of big data. Overall, the alignment of governance of big data being a partial mediator of the relationship between CTOs leadership styles and ISRM effectiveness suggests the significant role that the alignment of the governance of big data plays within an organization. Recommendations for Researchers: While this exact study has not been previously conducted with these three variables with CTOs in the Western United States, overall, these results are in agreement with the literature that information security governance does not significantly mediate the relationship between IT leadership styles and ISRM. However, some of the overall findings did vary from the literature, including the predictive relationship between transactional leadership and ISRM effectiveness. With the finding of partial mediation indicated in this study, this also suggests that the alignment of the governance of big data provides a partial intervention between CTOs leadership styles and ISRM effectiveness. Impact on Society: Big data breaches are increasing year after year, exposing sensitive information that can lead to harm to citizens. This study supports the broader scholarly consensus that to achieve ISRM effectiveness, better alignment of governance policies is essential. This research highlights the importance of higher-level governance as it relates to ISRM effectiveness, implying that ineffective governance could negatively impact both leadership and ISRM effectiveness, which could potentially cause reputational harm. Future Research: This study raised questions about CTO leadership styles, the specific governance structures involved related to the alignment of big data and ISRM effectiveness. While the research around these variables independently is mature, there is an overall lack of mediation studies as it relates to the impact of the alignment of the governance of big data. With the lack of alignment around a universal framework, evolving frameworks could be tested in future research to see if similar results are obtained. *** NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 18, 41-61. At the bottom of this page, click DOWNLOAD PDF to download the published paper. ***

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Aramo, Carla, et Ilaria Veronesi. « AN INTERDISCIPLINARY PATH TO THE EXPLORATION OF THE UNIVERSE WITH THE USE OF TECHNOLOGIES FOR PRIMARY SCHOOL STUDENTS ». Dans 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.1172.

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Rapports d'organisations sur le sujet "Universal Primary Education"

Amin, Sajeda, et Amin Chandrasekhar. Looking beyond universal primary education : Gender differences in time use among children in rural Bangladesh. Population Council, 2009. http://dx.doi.org/10.31899/pgy3.1031.

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Delesalle, Esther. The Effect of the Universal Primary Education Program on Labor Market Outcomes : Evidence from Tanzania. Cambridge, MA : National Bureau of Economic Research, avril 2019. http://dx.doi.org/10.3386/w25789.

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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, avril 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.

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ZATONA, D. S., et I. V. SHATOKHINA. METHODICAL APPROACHES AND EXPERIENCE OF THE FORMATION OF THE COMMUNICATIVE UNIVERSAL LEARNING SKILLS OF YOUNGER SCHOOLCHILDREN USING DIGITAL TECHNOLOGIES (LITERATURE REVIEW). Science and Innovation Center Publishing House, avril 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-71-79.

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The article is devoted to the problem of formation of communicative universal learning skills of junior schoolchildren in the process of primary lingual education. The authors consider the organization of communicative interaction of the agents of the educational process at the lessons using digital technologies to be one of the important conditions for solving this problem. The article contains a theoretical review of researches on the role and capabilities of those technologies in both lingual education and the development of primary school students. The components of digital technologies, the use of which at the lessons of native language contributes to the development of students’ communicative skills are described in the article. The authors also analyze and summarize the experience of using digital technologies at native language lessons by primary school teachers. The researchers conclude that the use of various opportunities of the modern digital educational environment allows individual teaching methods and differentiated approach to students, creating opportunities for the development of their communicative skills and abilities.

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Fitzpatrick, Rachael. Evidence on the Impact of Population Growth on Education Financing and Provision in Tanzania. Institute of Development Studies, février 2022. http://dx.doi.org/10.19088/k4d.2022.072.

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Tanzania has made great strides in increasing enrolment rates amidst a rapidly growing population. However, despite gains made in primary enrolment, completion rates have not exceeded 70% in the past five years, and enrolment at secondary level remains low (37%). An analysis of expenditure suggests a lack of equitability in distribution of funds within the education sector. Having achieved near universal enrolment at primary level, since 2016 the Government of Tanzania has almost doubled spend on secondary education and increased spending on higher education. In the same period, however, spend per pupil at primary level has halved suggesting that budget is being directed away from pre-primary and primary education to fund secondary, with higher education slightly increasing. Furthermore, the Education Sector Analysis outlines that 35% of the education budget is spent on the top 10% highest educated in the system (Kahangwa et al. 2021, 168). In addition to disparities on spend by education level, regional differences persist in the number of classrooms, textbooks, desks and teacher shortages also exist. Despite current disparities and challenges, Tanzania’s economic growth in recent years suggests that, with increased commitment in minimum spending on education as a proportion of GDP, the education needs of the population could be met. However, this would assume continued economic growth and require a greater proportion of spend to be allocated to education, suggesting trade-offs may be required.

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MacFarlane, Andrew. 2021 medical student essay prize winner - A case of grief. Society for Academic Primary Care, juillet 2021. http://dx.doi.org/10.37361/medstudessay.2021.1.1.

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As a student undertaking a Longitudinal Integrated Clerkship (LIC)1 based in a GP practice in a rural community in the North of Scotland, I have been lucky to be given responsibility and my own clinic lists. Every day I conduct consultations that change my practice: the challenge of clinically applying the theory I have studied, controlling a consultation and efficiently exploring a patient's problems, empathising with and empowering them to play a part in their own care2 – and most difficult I feel – dealing with the vast amount of uncertainty that medicine, and particularly primary care, presents to both clinician and patient. I initially consulted with a lady in her 60s who attended with her husband, complaining of severe lower back pain who was very difficult to assess due to her pain level. Her husband was understandably concerned about the degree of pain she was in. After assessment and discussion with one of the GPs, we agreed some pain relief and a physio assessment in the next few days would be a practical plan. The patient had one red flag, some leg weakness and numbness, which was her ‘normal’ on account of her multiple sclerosis. At the physio assessment a few days later, the physio felt things were worse and some urgent bloods were ordered, unfortunately finding raised cancer and inflammatory markers. A CT scan of the lung found widespread cancer, a later CT of the head after some developing some acute confusion found brain metastases, and a week and a half after presenting to me, the patient sadly died in hospital. While that was all impactful enough on me, it was the follow-up appointment with the husband who attended on the last triage slot of the evening two weeks later that I found completely altered my understanding of grief and the mourning of a loved one. The husband had asked to speak to a Andrew MacFarlane Year 3 ScotGEM Medical Student 2 doctor just to talk about what had happened to his wife. The GP decided that it would be better if he came into the practice - strictly he probably should have been consulted with over the phone due to coronavirus restrictions - but he was asked what he would prefer and he opted to come in. I sat in on the consultation, I had been helping with any examinations the triage doctor needed and I recognised that this was the husband of the lady I had seen a few weeks earlier. He came in and sat down, head lowered, hands fiddling with the zip on his jacket, trying to find what to say. The GP sat, turned so that they were opposite each other with no desk between them - I was seated off to the side, an onlooker, but acknowledged by the patient with a kind nod when he entered the room. The GP asked gently, “How are you doing?” and roughly 30 seconds passed (a long time in a conversation) before the patient spoke. “I just really miss her…” he whispered with great effort, “I don’t understand how this all happened.” Over the next 45 minutes, he spoke about his wife, how much pain she had been in, the rapid deterioration he witnessed, the cancer being found, and cruelly how she had passed away after he had gone home to get some rest after being by her bedside all day in the hospital. He talked about how they had met, how much he missed her, how empty the house felt without her, and asking himself and us how he was meant to move forward with his life. He had a lot of questions for us, and for himself. Had we missed anything – had he missed anything? The GP really just listened for almost the whole consultation, speaking to him gently, reassuring him that this wasn’t his or anyone’s fault. She stated that this was an awful time for him and that what he was feeling was entirely normal and something we will all universally go through. She emphasised that while it wasn’t helpful at the moment, that things would get better over time.3 He was really glad I was there – having shared a consultation with his wife and I – he thanked me emphatically even though I felt like I hadn’t really helped at all. After some tears, frequent moments of silence and a lot of questions, he left having gotten a lot off his chest. “You just have to listen to people, be there for them as they go through things, and answer their questions as best you can” urged my GP as we discussed the case when the patient left. Almost all family caregivers contact their GP with regards to grief and this consultation really made me realise how important an aspect of my practice it will be in the future.4 It has also made me reflect on the emphasis on undergraduate teaching around ‘breaking bad news’ to patients, but nothing taught about when patients are in the process of grieving further down the line.5 The skill Andrew MacFarlane Year 3 ScotGEM Medical Student 3 required to manage a grieving patient is not one limited to general practice. Patients may grieve the loss of function from acute trauma through to chronic illness in all specialties of medicine - in addition to ‘traditional’ grief from loss of family or friends.6 There wasn’t anything ‘medical’ in the consultation, but I came away from it with a real sense of purpose as to why this career is such a privilege. We look after patients so they can spend as much quality time as they are given with their loved ones, and their loved ones are the ones we care for after they are gone. We as doctors are the constant, and we have to meet patients with compassion at their most difficult times – because it is as much a part of the job as the knowledge and the science – and it is the part of us that patients will remember long after they leave our clinic room. Word Count: 993 words References 1. ScotGEM MBChB - Subjects - University of St Andrews [Internet]. [cited 2021 Mar 27]. Available from: https://www.st-andrews.ac.uk/subjects/medicine/scotgem-mbchb/ 2. Shared decision making in realistic medicine: what works - gov.scot [Internet]. [cited 2021 Mar 27]. Available from: https://www.gov.scot/publications/works-support-promote-shared-decisionmaking-synthesis-recent-evidence/pages/1/ 3. Ghesquiere AR, Patel SR, Kaplan DB, Bruce ML. Primary care providers’ bereavement care practices: Recommendations for research directions. Int J Geriatr Psychiatry. 2014 Dec;29(12):1221–9. 4. Nielsen MK, Christensen K, Neergaard MA, Bidstrup PE, Guldin M-B. Grief symptoms and primary care use: a prospective study of family caregivers. BJGP Open [Internet]. 2020 Aug 1 [cited 2021 Mar 27];4(3). Available from: https://bjgpopen.org/content/4/3/bjgpopen20X101063 5. O’Connor M, Breen LJ. General Practitioners’ experiences of bereavement care and their educational support needs: a qualitative study. BMC Medical Education. 2014 Mar 27;14(1):59. 6. Sikstrom L, Saikaly R, Ferguson G, Mosher PJ, Bonato S, Soklaridis S. Being there: A scoping review of grief support training in medical education. PLOS ONE. 2019 Nov 27;14(11):e0224325.

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