Awareness of environmental and energy issue in Indonesia K-12 education system

Heralded by the release of government policies such as Vision 2021, the United Arab Emirates (UAE) has joined the worldwide impetus for the integration of Information Communications Technologies (ICTs) into its K-12 education system as a central plank of reforms to its economy and education system. This presents challenges for schools in both public and private sectors in the UAE as they strive to adhere to national government and local education authority guidelines and standards for educational innovation. Whilst the UAE Government has invested heavily to support technology integration in public schools, private schools must fund their own technology integration initiatives. In a context of strong growth in the private K-12 sector and reported high teacher turnover rates, private school leadership faces particular challenges related to decision-making about investment in suitable technologies and support systems, including teachers‖ professional development. This chapter reports some preliminary findings from a qualitative case study investigating the teacher, school and system-wide factors impacting on technology integration in selected private schools located in four Emirates. The study combines policy analysis with semi-structured interviews of a purposive sample of private school K-12 educators to yield a detailed understanding of the challenges faced by private sector UAE schools in implementing technology integration in response to national government policy directives. The findings will inform the development of an implementation framework providing guidance regarding critical success factors for effective technology integration in private schools with particular implications for school leadership and teachers‖ professional learning.

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Perceptions of Bilingual Education Model in Spain: How to Implement a Bilingual Education Model in Turkey

Journal of Ethnic and Cultural Studies ◽

10.29333/ejecs/49 ◽

2016 ◽

Vol 3 (1) ◽

pp. 49 ◽

Cited By ~ 9

Author(s):

Burhan Ozfidan ◽

Lynn M. Burlbaw

Keyword(s):

Data Collection ◽

Bilingual Education ◽

Education System ◽

Education Program ◽

Qualitative Method ◽

Basque Country ◽

Main Target ◽

Education Model ◽

K 12 ◽

Basque Region

The main target of the study is to examinethe bilingual education program in the Basque Country, and identify whether or not their bilingual education can be implemented in Turkey. In thisresearch study, we used a qualitative method including data collection through an open-ended survey and interview that illustrates the issues surrounding bilingual education in the Basque region. The survey and interviewencompassed30 participants from K-12 teachers and the scholars in the Basque Country. The participants’ answers from both survey and interviewwere gathered and analyzed. The researcher coded emergent themes in the survey and interview. According to results, the Basque region over the last decade has established a bilingual education model, which offers multiple options for the linguistic study of the Basque language, and this model is still a reputable ongoing bilingual education system. Since Turkey and Spain historically and politically have many similarities, the Basque bilingual model can be implemented in Turkey as well.

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Like Father, Like Son? A Story of Vietnamese Education System Over 30 Years of Transition.RCISS-0221-03

10.31219/osf.io/hsv5y ◽

2021 ◽

Author(s):

Hiep-Hung Pham ◽

Ha Bui

Keyword(s):

Public Schools ◽

Education System ◽

International Schools ◽

School Administrators ◽

School Bus ◽

Education Policies ◽

Traditional Public Schools ◽

K 12 ◽

Short Essay ◽

Full Day

From a heart-warming story of a father taking his six-year-old son to the school bus station every day, this article identifies some changes within Vietnamese K-12 education policies in the last three decades (1990–2020) and suggests some implications for primary stakeholders, including policymakers, educators, and school administrators. Thirty years, more school models, more sets of national standardized textbooks, more full-day class sessions, more high-quality facilities and services, yet more inequalities and skepticism—all of these changes will be discussed in detail below. Through this short essay, the authors want to introduce a new book project—in which this essay serves as a prelude—focusing on the emerging trend towards the decentralization process of Vietnamese K-12 education. The book will comprise narratives and analyses of socializing processes in our education system, such as the transition from traditional public schools to modern private and international schools. With this project, the authors hope to humbly contribute some significant insights into Vietnamese local educational research archives.

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Racial Disparities in the Education System

Encyclopedia of Social Work ◽

10.1093/acrefore/9780199975839.013.1290 ◽

2020 ◽

Author(s):

Martell Teasley ◽

Bonita Homer

Keyword(s):

High School ◽

Socioeconomic Status ◽

School Readiness ◽

Ethnic Groups ◽

Education System ◽

Family Income ◽

High School Graduation ◽

The United States ◽

School Graduation ◽

K 12

Despite years of education reform, the United States continues to have disparities in academic outcomes among racial and ethnic groups in primary, secondary, and post-secondary education. High school graduation rates have increased for racial and ethnic minorities, but gross disparities in high school graduation and college attendance still exist. In this article, the authors first examine the literature on racial and ethnic group disparities in education within public K–12 education, followed by a brief review of recent research literature on racial and ethnic disparities within higher education. In each section, there is some examination of race, ethnicity, and critical factors that lead to disparities within the education system. Information on socioeconomic status, school readiness, special education, school discipline, culture, and teacher bias are discussed. The authors conclude that while family income and socioeconomic status help to explain disparities in education outcomes among racial and ethnic groups, cultural factors are a salient part of the conversation.

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The Education System of the USA: Equity in US K-12 and Higher Education

Global Education Systems - The Education Systems of the Americas ◽

10.1007/978-3-319-93443-3_23-1 ◽

2020 ◽

pp. 1-28

Author(s):

Kirsten Dara Hill ◽

Christopher Burke

Keyword(s):

Higher Education ◽

Education System ◽

The Usa ◽

K 12

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The Education System of the United States of America: Equity in K-12 and Higher Education

10.1007/978-3-030-41651-5_23 ◽

2021 ◽

pp. 1043-1070

Author(s):

Kirsten Dara Hill ◽

Christopher Burke

Keyword(s):

Higher Education ◽

United States ◽

Education System ◽

United States Of America ◽

The United States ◽

K 12

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TEACHERS' EXPECTATIONS OF THE IMPACT OF E-LEARNING ON KUWAIT’S PUBLIC EDUCATION SYSTEM

Social Behavior and Personality An International Journal ◽

10.2224/sbp.2006.34.6.711 ◽

2006 ◽

Vol 34 (6) ◽

pp. 711-728 ◽

Cited By ~ 8

Author(s):

Fayiz Aldhafeeri ◽

Mohammed Almulla ◽

Bandar Alraqas

Keyword(s):

Public Education ◽

Education System ◽

Learning System ◽

Learning Technology ◽

Public Education System ◽

The Public ◽

E Learning ◽

Access To Knowledge ◽

K 12 ◽

The Impact

E-learning has emerged as a necessity to meet the challenges posed by the development of information technology and its potential for greater access to knowledge. E-learning technology is becoming more visible in schools in many parts of the world. Kuwait, like many other countries, has started to study the adoption of an E-learning system in K-12. E-learning in schools must meet certain standards that make students competent in a number of areas. The purpose of this study is to investigate teachers' opinions of the impact of E-learning on the public education system in Kuwait. Based on responses by 519 teachers, to a questionnaire survey consisting of 36 items, the study identifies the following six educational improvement areas: 1) basic operations and computer concepts; 2) ethical and human issues; 3) productivity tools; 4) research tools; 5) problem-solving and decision-making tools; and 6) communication tools.

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Does Teacher Licensure Matter? Basic Education Reform in the Philippine Education System

International Journal of Education ◽

10.5296/ije.v8i4.10247 ◽

2016 ◽

Vol 8 (4) ◽

pp. 73

Author(s):

Alexander S. Acosta ◽

Imee Colonia Acosta

Keyword(s):

Public Schools ◽

Education Reform ◽

Education System ◽

Education Program ◽

Basic Education ◽

Teacher Licensure ◽

Academic Excellence ◽

Teacher Qualification ◽

Philippine Government ◽

K 12

The Philippine government is currently investing on education reform through the Enhanced Basic Education Program or the K-12 Curriculum. The recent basic education program does not only call for academic excellence but also on higher teacher qualification. The purpose of this study is to determine whether or not teacher licensure matters in the implementation of the basic education reform in the Philippine Education system. Qualitative in orientation, this study utilized Phenomenology as its research design to capture the lebenswelt of college teachers who are distraught by the implementation of the new K-12 curriculum. Data were gathered through interviews and the analysis of data was empirically observed using the following steps: transcribing, coding, theming, verifying, and analyzing. The analysis of data in this phenomenological inquiry yielded three essential themes based on the respondents’ major statements pertaining to eligibility that makes the college teacher qualified to teach in the Senior High School of the new K-12 program, namely: full eligibility, provisionary eligibility, and temporary eligibility. The college teachers in this study accept and favor the Department of Education’s teaching licensure requirement. They believe that passing the Licensure Examination for Teachers (LET) is an important requirement before entering the classroom. The shared experiences of the participants of the study serve as a primordial source to raise awareness about the value and importance of teacher licensure to meet the high quality standards set by the profession and the hiring standard recognized by the government and public schools as an assurance of competence and quality.

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Semantic Computing for Education

International Journal of Semantic Computing ◽

10.1142/s1793351x15500063 ◽

2015 ◽

Vol 09 (03) ◽

pp. 395-413 ◽

Cited By ~ 3

Author(s):

Jennifer Jin ◽

Mira Kim ◽

Pete Rivett

Keyword(s):

Higher Education ◽

Education System ◽

Teaching Material ◽

Education Curriculum ◽

Higher Education Curriculum ◽

Vast Amount ◽

Different Types ◽

E Learning ◽

K 12 ◽

Semantic Computing

There are challenges educators face in delivering the vast amount of teaching material to students. Using ontologies could solve some of these issues. We survey different types of ontologies available that could aid educators teach students. We discuss how ontologies may help improve the education system for K-12, higher education, curriculum creating, e-learning, etc. We analyze the efficacy of the ontologies available as well as the challenges educators face and how to make improvements.

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