Is Shadow Education Becoming the ‘New’ Formal? Effects of Pedagogical Approaches of IIT-JEE Coaching on School Education in the City of Delhi

2019 ◽  
Vol 17 (1) ◽  
pp. 14-44 ◽  
Author(s):  
Shalini Punjabi
Keyword(s):  
Formal Education ◽  
Indian Institute ◽  
School Education ◽  
Policy Implications ◽  
Pedagogical Practices ◽  
Shadow Education ◽  
Formal Schooling ◽  
Entrance Exam ◽  
Institute Of Technology ◽  
The City

Formal education has always been the principal model through which societies educate their young. Today, however, schools are seen as non-analytical and are being replaced by logic-based approach of competitive examinations. In India, the growth of shadow education, which is preponderant at the level of secondary education, is providing informal avenues through which the youth garner knowledge and skills. One such avenue is the private coaching for the Joint Entrance Exam to enter into the premier Indian Institute of Technology(s). The article draws on an exploratory study carried out in the city of Delhi and examines the credentialing strategies of IIT aspirants through Joint Entrance Exam coaching and how the pedagogical practices of coaching institutes influence the perceptions and proclivities of aspirants and their families towards school education. I also discuss the policy implications of such practices for formal schooling.

Worldwide Shadow Education: Outside-School Learning, Institutional Quality of Schooling, and Cross-National Mathematics Achievement

2001 ◽  
Vol 23 (1) ◽  
pp. 1-17 ◽  
Author(s):  
David P. Baker ◽  
Motoko Akiba ◽  
Gerald K. LeTendre ◽  
Alexander W. Wiseman
Keyword(s):  
Mathematics Achievement ◽  
High Stakes Testing ◽  
Policy Implications ◽  
Shadow Education ◽  
Formal Schooling ◽  
High Stakes ◽  
School Activities ◽  
National Characteristics ◽  
School Learning ◽  
Cross National

The growth of structured, outside-school activities for improving students’ mathematics achievement is an enduring feature of modern schooling with major policy implications. These "shadow education " activities mimic, or shadow, formal schooling processes and requirements. Using extensive cross-national data from the Third International Mathematics and Science Study, we examine shadow education as a macro-phenomenon of modern schooling through its (a) prevalence, (b) strategies for use, and (c) associated national characteristics. We find that shadow education is prevalent worldwide, but that there is consider­able cross-national variation in its use. Contrary to findings from single country studies, we find most shadow education is remedial in nature. We then test hypotheses concerning the national origins of shadow education and its impact on nations’ production of mathematics achievement. Our results show that institutional factors of education, including limited access and lower levels of funding, drive the use of shadow education, instead of high-stakes testing and national achievement incentives. We conclude by discussing implications for both educational policy and theory regarding the degree to which institutional­ization of mass schooling increasingly dominates contexts of schooling.

scholarly journals Development Of Non-Formal Primary School Education Tutor In Facing The Era Of Industrial Revolution 4.0 In Sukabumi City

2018 ◽  
Vol 2 (4) ◽  
pp. 274
Author(s):  
Iis Nurasiah ◽  
Dyah Lyesmaya ◽  
Aidah Ananta ◽  
Deden Sumiarsa ◽  
Dian Ashlan
Keyword(s):  
Information Technology ◽  
Formal Education ◽  
Industrial Revolution ◽  
Monitoring And Evaluation ◽  
School Education ◽  
Information Technology Education ◽  
Study Programs ◽  
Elementary School Education ◽  
Alternative Choice ◽  
The City

The rapid movement of information technology becoming one of many factors for developing education. This factor is more important today because nowdays we are increasingly unable to separate our lives from information technology.  education is one of the elements affected by the rapid growth of information technology. like it or not we have to balance and adapt to this growth. The Center for Community Learning Activities (PKBM) is an alternative choice for getting an education outside of formal education. In Sukabumi the existence of PKBM needs to be developed and modernized because it has not been touched by professionals. PGSD's dedication team answered this challenge by providing assistance and training at two PKBMs in the city of Sukabumi.  the methodology carried out includes five stages, namely, group selection, socialization, training, reflection, and monitoring and evaluation. The program result is Collaboration between PKBM managers and PGSD Study Programs UMMI helped develop Non-Formal Elementary School Education programs in Sukabumi City

scholarly journals The Role of Out-of-School Education in Empowerment of Rural Adults in Etche Ethnic Nationality for Community Development

2012 ◽  
Vol 2 (2) ◽  
pp. 133
Author(s):  
Dr. J. C. Ihejirika
Keyword(s):  
Community Development ◽  
Formal Education ◽  
Literacy Skills ◽  
School Education ◽  
Formal Schooling ◽  
Education Development ◽  
Vocational Skills ◽  
Ethnic Nationality ◽  
Out Of School ◽  
Rural Adults

The purpose of this paper is to examine the roles out-of-school education can play to enhance empowerment of different segments of rural adults in Etche ethnic nationality for community development. The educational history of Etche ethnic nationality reveals a disproportionate emphasis on formal/liberal education at the expense of out-of-school education, the resultant effect of which has been over production of school leavers without practical skills. Consequently, unemployment and poverty manifestations are high and relate to low levels of literacy and lack of vocational skills among the adults and youths. As a matter of fact, this situation demands intervention of out-of-school education which is capable of providing unlimited education opportunities for mobilizing the capacities of various sub-groups of people in Etche ethnic nationality towards rapid transformation of the communities. Based on literature account, this paper submits that out-of-school education has crucial roles to play, whether in providing literacy skills to those who were deprived of formal schooling; or in continuing the education of already literate persons; or still, in providing life and vocational skills to enable rural adults live improved life which can translate to community development. In conclusion, the paper calls for establishment of out-of-school/non-formal education development schemes by Etche and Omuma Local Government Councils to perform for out-of-school education what zonal Schools Board and Ministry of Education do for formal school in Etche ethnic nationality.

What Makes a City Bikeable? A Study of Intercity and Intracity Patterns of Bicycle Ridership using Mobike Big Data Records

2020 ◽  
Vol 46 (1) ◽  
pp. 55-75
Author(s):  
Ying Long ◽  
Jianting Zhao
Keyword(s):  
Big Data ◽  
Average Distance ◽  
Policy Implications ◽  
Rating System ◽  
City Centre ◽  
Average Score ◽  
Policy Makers ◽  
Usage Frequency ◽  
Share Data ◽  
The City

This paper examines how mass ridership data can help describe cities from the bikers' perspective. We explore the possibility of using the data to reveal general bikeability patterns in 202 major Chinese cities. This process is conducted by constructing a bikeability rating system, the Mobike Riding Index (MRI), to measure bikeability in terms of usage frequency and the built environment. We first investigated mass ridership data and relevant supporting data; we then established the MRI framework and calculated MRI scores accordingly. This study finds that people tend to ride shared bikes at speeds close to 10 km/h for an average distance of 2 km roughly three times a day. The MRI results show that at the street level, the weekday and weekend MRI distributions are analogous, with an average score of 49.8 (range 0–100). At the township level, high-scoring townships are those close to the city centre; at the city level, the MRI is unevenly distributed, with high-MRI cities along the southern coastline or in the middle inland area. These patterns have policy implications for urban planners and policy-makers. This is the first and largest-scale study to incorporate mobile bike-share data into bikeability measurements, thus laying the groundwork for further research.

scholarly journals Active Learning by Visual Programming: Pedagogical Perspectives of Instructivist and Constructivist Code Teachers and Their Implications on Actual Teaching Strategies and Students’ Programming Artifacts

2021 ◽  
pp. 073563312110177
Author(s):  
Avital Kesler ◽  
Tamar Shamir-Inbal ◽  
Ina Blau
Keyword(s):  
Teaching Strategies ◽  
Formal Education ◽  
Computational Thinking ◽  
Visual Programming ◽  
Pedagogical Practices ◽  
Mixed Method Research ◽  
Structured Interviews ◽  
Optimal Learning ◽  
Formal Curriculum ◽  
Folk Pedagogy

The integration of visual programming in early formal education has been found to promote computational thinking of students. Teachers' intuitive perspectives about optimal learning processes – "folk psychology" – impact their perspectives about teaching "folk pedagogy" and play a significant role in integrating educational technologies, such as visual programming, within the formal curriculum. This study was conducted based on the mixed method research paradigm. First, a folk pedagogy questionnaire was distributed to 89 teachers who integrate differing technologies in their classroom in order to identify the teachers' pedagogical perspectives: constructivist versus instructivist. Then, semi-structured interviews were conducted with 24 teachers who teach Scratch in order to gain a deeper understanding of their instructivist/constructivist perspectives and actual pedagogical practices and strategies. Finally, we analyzed 96 students' programming artifacts to explore differences, if any, in students' outcomes related to the pedagogical perspectives of their teachers. Findings revealed that pedagogical perspectives are reflected in teaching strategies and assessment practices employed in a visual programming environment. It is promising that teaching visual programming promoted constructivist pedagogy even among instructivist teachers and was consequently reflected in student perspectives and expressed in their programming artifacts. We discuss theoretical and educational implications of these findings.

scholarly journals They Do Their Best, but Their Best Isn’t Good Enough: How Social Housing Can Support Older Tenants Aging in Place

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 23-23
Author(s):  
Christine Sheppard ◽  
Andrea Austen ◽  
Sander Hitzig
Keyword(s):  
Older Adults ◽  
Social Housing ◽  
Service Providers ◽  
Policy Implications ◽  
Service Model ◽  
Building Trust ◽  
Age In Place ◽  
Access To Health ◽  
The City

Abstract Toronto Community Housing (TCH) is the second largest social housing landlord in North America, and is home to over 27,000 older adults, half of whom live in 83 “seniors-designated” buildings. There is inadequate and inconsistent delivery of services in these buildings, negatively impacting tenants’ ability to age in place. We conducted two half-day consultations with service providers (n=74) and tenants (n=100) to identify strategies to improve unit condition, promote stable tenancies (i.e., prevent evictions) and enhance access to health and support services for older adults living in TCH. Through facilitated discussion, participants identified their top two recommendations for each priority area and reflected on the strategies that were hardest and easiest to implement, as well as the ones that would have the most and least impact on quality of life for older tenants. Participants recognized the need for more education as a way to empower older tenants and reduce stigma associated with unit condition issues (e.g., pest problems) and arrears. More frequent touch points with tenants was also recommended as a way to identify older adults at-risk of eviction and work proactively (instead of reactively) to support them. Service providers and tenants believed that system navigators working directly in the buildings would be a key facilitator to building trust and helping older tenants access needed services. Outcomes of the have several program and policy implications for TCH, as they partner with the City of Toronto to design a new integrated service model for the seniors-designated buildings.

Voices After Disaster

2021 ◽  
Author(s):  
Roger Few ◽  
Mythili Madhavan ◽  
Narayanan N.C. ◽  
Kaniska Singh ◽  
Hazel Marsh ◽  
...  
Keyword(s):  
Indian Institute ◽  
Community Members ◽  
Policy And Practice ◽  
Group Discussions ◽  
East Anglia ◽  
Other Information ◽  
The Media ◽  
Institute Of Technology ◽  
The University ◽  
Disaster Narratives

This document is an output from the “Voices After Disaster: narratives and representation following the Kerala floods of August 2018” project supported by the University of East Anglia (UEA)’s GCRF QR funds. The project is carried out by researchers at UEA, the Indian Institute for Human Settlements (IIHS), the Indian Institute of Technology (IIT), Bombay, and Canalpy, Kerala. In this briefing, we provide an overview of some of the emerging narratives of recovery in Kerala and discuss their significance for post-disaster recovery policy and practice. A key part of the work was a review of reported recovery activities by government and NGOs, as well as accounts and reports of the disaster and subsequent activities in the media and other information sources. This was complemented by fieldwork on the ground in two districts, in which the teams conducted a total of 105 interviews and group discussions with a range of community members and other local stakeholders. We worked in Alleppey district, in the low-lying Kuttanad region, where extreme accumulation of floodwaters had been far in excess of the normal seasonal levels, and in Wayanad district, in the Western Ghats, where there had been a concentration of severe flash floods and landslides.

scholarly journals PERGESERAN GENDER PADA INTERIOR RUMAH TINGGAL DI KAWASAN JERON BENTENG YOGTAKARTA

2012 ◽  
Vol 2 (2) ◽  
Author(s):  
Martino Dwi Nugroho
Keyword(s):  
Marital Status ◽  
Influencing Factors ◽  
Formal Education ◽  
Social Reality ◽  
Social Activities ◽  
Men And Women ◽  
Equal Status ◽  
Social Concept ◽  
Foreign Culture ◽  
The City

One of the instruments incorporated for the construction of social reality is gender Javanese society traditionally embraces social concept of patriarchy The general Implication is that woman becomes a man s subordinate Broader implementation also can be comprehended fromdissociation of social activities and rituals involving both men and women Viewed fromthespatial perspective there are differences between man space and woman space This is based on the research conducted in Jeron Beteng an area in the city of Yogyakarta The analysis has resulted what follows 1 the sittingroom shows a friction once mastered by man now it turns into equation with indicators equal status ownership custom affection domestic duty execution and sittingroom domination influencing factors modernization attitude and emancipation respect 2 the livingroom also demonstrates a friction once a woman domaintoday it is accessible to man as well influencing factors  communication marital status age work emancipation modernization moral and formal education and foreign culture 3 the kitchen witnesses an equal role for a woman and man regarding domestic duty openness and communication Woman however remains to be more dominant in kitchen although men have access in there influencing factors communications age work emancipation modernization moral and formal educationKeywords : gender interior sitting room livingroom kitchen

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