scholarly journals Emergency Response in Educational Policies during COVID-19 in Nepal: A Critical Review

2021 ◽  
Vol 9 (2) ◽  
pp. 163-181
Author(s):  
Sagun Shrestha ◽  
Laxman Gnawali
Keyword(s):  
Parent Education ◽  
Teacher Educators ◽  
Asian Country ◽  
Educational Policies ◽  
Ministry Of Education ◽  
Policy Makers ◽  
Educational Stakeholders ◽  
Effective Delivery ◽  
Educational Plans ◽  
Education Science

The COVID-19 pandemic has brought chaos in education across the world, including developing countries like Nepal. To respond to this educational disruption in this South Asian country, different educational plans and policies were formulated by the Ministry of Education, Science and Technology, Government of Nepal. It is not known whether these policies were realistic and practicable, as there is no review of these documents to date. With this backdrop, this paper critically reviews the educational plans and policies that were developed to manage education during the crisis. It appraises the strengths of these policies in terms of their intent and practicalities of implementation in the given situation, and identifies gaps and challenges, and recommends some ways to realistically run the education system. The review reveals that these documents have several strengths, such as they plan to create data in terms of learners’ access to resources, value self-learning and parent education, and suggest several alternative ways to resume school. Yet, there are some gaps and challenges, the identification of which can guide the effective delivery of education in Nepal in any kind of crisis period both at present and in future. This paper is expected to help policy makers to revisit the existing policies or guide them when they form future educational policies that are designed to manage education in any kinds of crisis. It is also deemed helpful for teacher educators, practitioners and other educational stakeholders to understand about the educational plans and policies formed to deal with crises.

scholarly journals Nepal “Ask me anything” Session: Responses to audience questions

2020 ◽  
Author(s):  
Tom Kaye ◽  
Caspar Groeneveld ◽  
Caitlin Moss ◽  
Björn Haßler ◽  
Keyword(s):  
Distance Education ◽  
World Bank ◽  
Good Practice ◽  
Ministry Of Education ◽  
Policy Makers ◽  
The World Bank ◽  
The World ◽  
High Level ◽  
International Good ◽  
Education Science

On Thursday, 30 April 2020, the EdTech Hub participated in an “Ask me anything” session for policy-makers and funders in Nepal. The session focused on designing high-quality, effective, distance education programmes during the COVID-19 pandemic. Participants included high-level officials from the Nepalese government (e.g., the Ministry of Education, Science and Technology, the Curriculum Development Office and the Education Review Office), representatives from development partners (e.g., the World Bank, UNICEF and USAID) and other education organisations (e.g., OLE Nepal).  The session was convened for two purposes. First, to consider international good practice and current trends in distance education during the COVID-19 pandemic, presented by the World Bank EduTech team and the EdTech Hub. Second, for the EdTech Hub team to gather questions from participants, to be able to target guidance specifically to the situation in Nepal.  This document provides answers to a consolidated list of 10 questions received from stakeholders during the session. To consolidate any overlap, we have occasionally combined multiple questions into one. In other cases, where multiple important issues required a focused response, we split apart questions.

scholarly journals Assessment of National Program of Learning Regions in Slovakia – Design and Testing

2018 ◽  
Vol 9 (2) ◽  
pp. 117-133
Author(s):  
Stanislav Kološta ◽  
Lenka Sabelová ◽  
Pavol Kráľ
Keyword(s):  
Slovak Republic ◽  
Science Research ◽  
Ministry Of Education ◽  
National Program ◽  
Policy Makers ◽  
Strategic Objective ◽  
Learning Region ◽  
Pca Method ◽  
Regional Economic Performance ◽  
Education Science

Abstract In May 2007, the Ministry of Education, Science, Research and Sport of the Slovak Republic approved the National Program for Learning Regions. It states that the long-term strategic objective for the development of Slovak regions is the gradual reduction of disparities in living standards in regions and to improve regional economic performance. One of the tools for achieving this goal is considered the learning region concept. The main aim of this article is to streamline the presentation and monitoring of the partial progress made in achieving the objectives of the National Program for Learning Regions in the Slovak Republic to policy-makers and to make this relatively complex issue accessible to a wider audience through one aggregated index and two partial indices; the PCA method was used. The results showed relatively large differences between regions. The highest value of the aggregated LR index was reached by the Trnava region, followed by the Bratislava region; these two regions seems to be in accordance with reaching the objectives of the National Program for Learning Regions. The lowest values were found in the Banská Bystrica, Prešov and Košice regions. Moreover, we found a positive correlation between aggregated and economical-innovative indices with average GDP during the years 2008–2014 at the NUTS 3 level.

Prof. Ketevan Inasaridze

2021 ◽  
Author(s):  
Ketevan Inasaridze
Keyword(s):  
Mental Health ◽  
Mental Health Problems ◽  
Health Problems ◽  
Psychological Problems ◽  
Ministry Of Education ◽  
Psychological Counseling ◽  
Science Culture ◽  
The World ◽  
Education Science

In 2020, the situation created by the COVID-19 pandemic in the world, including in Georgia, led to the emergence of a number of mental health problems in the population. The Ministry of Education, Science, Culture and Sports of Georgia has started to establish a psychological hotline to solve the psychological problems in the Georgian educational space. This article aims to increase the knowledge of the psychologists involved in the psychological hotline service about the main issues of psychological counseling

PSYCHOLOGY IN THE WORLD OF SCIENCE - 16th Days of Applied Psychology

2021 ◽  
Author(s):  
Grupa Autora
Keyword(s):  
Bosnia And Herzegovina ◽  
Technological Development ◽  
Scientific Publication ◽  
Applied Psychology ◽  
Ministry Of Education ◽  
International Conference ◽  
The World ◽  
Scientific Papers ◽  
The Republic ◽  
Education Science

The International Thematic Proceedia titled „Psychology in the world of science” is a publication from the 16th International Conference “Days of Applied Psychology” held on September 25th & 26th 2020 at the Faculty of Philosophy, University of Niš. This is a traditional annual nonprofit conference which has been organized since 2005 by the Department of Psychology of the Faculty of Philosophy, University of Niš, with the support and co-financing of the Ministry of Education, Science and Technological Development of the Republic of Serbia. The conference started with the idea of gathering researchers and practitioners who discuss the link between science and practice in different psychological areas. From the very start, this gathering has welcomed international participants, and year after year this number is on the rise. This scientific publication contains 18 peer-reviewed articles which can be classified as original scientific papers and as review papers. The authors of these manuscripts come from six countries: Portugal, Bosnia and Herzegovina, Slovenia, Bulgaria, Turkey, and Republic of Serbia.

scholarly journals Exploring Curricular Internships in Italy: Towards Entrepreneurial Universities

2016 ◽  
Vol 9 (9) ◽  
pp. 150 ◽  
Author(s):  
Maddalena Della Volpe ◽  
Alfonso Siano ◽  
Agostino Vollero ◽  
Francesca Esposito
Keyword(s):  
Triple Helix ◽  
Learning Experiences ◽  
Minor Role ◽  
Ministry Of Education ◽  
Entrepreneurial Universities ◽  
General Sense ◽  
Policy Makers ◽  
Learning Paths ◽  
A Minor ◽  
Academic Year

<p>This paper presents a database of the curricular internships offered by all Italian universities in different Courses of Studies (CoS), in the light of the challenge faced by university managers in shifting their institutions to a more entrepreneurial mode within a “triple helix approach” that highlights the relation between universities, government and enterprises. We built our database considering University Credits (UCs) attributed during the academic year 2014/15, consulting the websites of the Italian Ministry of Education and the official websites of 91 Italian universities. Although 3139 out of 4428 CoS (70.89%) offer curricular internships, these learning experiences in most scientific areas have a minor role in learning paths. These results also highlight the general sense of mistrust Italian universities place in the entrepreneurial world. The paper should enable university managers and policy makers to evaluate the activities carried out during curricular internships in Italy. The paper also provides useful insights to redefine the CoS offer in Italy. Data could be collected and updated yearly in order to monitor how the scenario is evolving. This paper contends that internships should be placed within the teaching mission in order to have an impact on entrepreneurship.</p>

scholarly journals Critical theory and the implementation of lifelong learning in Vietnam

2020 ◽  
Vol 9 (2) ◽  
pp. 17-30
Author(s):  
Phan Thi Tra Khuc
Keyword(s):  
Critical Theory ◽  
Lifelong Learning ◽  
Education And Training ◽  
College Level ◽  
Ministry Of Education ◽  
Policy Makers ◽  
Knowledge And Skills ◽  
Full Development ◽  
Purpose Of Education ◽  
And Training

Lifelong learning is the continuous acquisition of knowledge and skills which occurs throughout life with an emphasis on the full development of personality. Despite the increasing interest of Vietnamese policy makers in promoting lifelong learning, the implementation of lifelong learning at universities is still limited. This research delineated and critiqued the policies and the current practices of lifelong learning at the college level of the Ministry of Education and Training in Vietnam (MOET) under the perspective of critical theory. From the discussion of the policies and practices that the MOET was implementing, recommendations for the policy makers were made with the aim of helping Vietnamese students embrace their right to lifelong learning and fulfill the personal and democratic purpose of education.

scholarly journals East-west demographic divide in the EU: A regional overview

Stanovnistvo ◽  
2018 ◽  
Vol 56 (2) ◽  
pp. 1-21
Author(s):  
Marko Galjak
Keyword(s):  
Regional Variation ◽  
Technological Development ◽  
Cross Sectional Study ◽  
Fertility Schedule ◽  
Ministry Of Education ◽  
Demographic Differences ◽  
Cross Sectional ◽  
Education Science ◽  
East West ◽  
The Eu

The goal was to examine demographic differences between former communist regions and other regions of the EU. Besides providing a regional overview of EU?s demographic differences, we question whether the subnational approach offers any new insights into the East-West divide. This cross-sectional study was conducted on 1,155 EU?s NUTS3 regions from 2014. These regions are grouped in two groups: regions that were part of a com-munist country, and other regions. Mortality, fertility and age structure indicators were tested between the two groups of regions. GDP/c was used to control for differences in economic development by segmenting the regions into tree brackets: low, medium, and high. The differences were then tested for each indicator. Regional variation within countries for each indicator was also assessed. The gaps exist at regional level and are the widest with mortality and fertility schedule, regardless of GDP/c. Former communist regions on average tend to be slightly younger. Analysis of regional variation showed that subnational approach was warranted when studying East-West demographic disparities, especially when it comes to fertility schedule. [Project of the Serbian Ministry of Education, Science and Technological Development, Grant no. 47006: Istrazivanje demografskih fenomena u funkciji javnih politika u Srbiji]

scholarly journals Head Teachers’ Role in Facilitating School Facilities that Influence Pupils’ Performance in Kcpe

2017 ◽  
Vol 13 (19) ◽  
pp. 146
Author(s):  
John M. Mbunde
Keyword(s):  
Primary School ◽  
Educational Administration ◽  
Survey Design ◽  
Simple Random Sampling ◽  
Target Population ◽  
School Facilities ◽  
Ministry Of Education ◽  
Head Teachers ◽  
Descriptive Survey ◽  
Education Science

This paper discusses the head teachers’ role in facilitating school facilities that influence pupils’ performance in Kenya Certificate of Primary School (KCPE). The objective was to establish the head teachers’ role in facilitating school facilities that influence pupils’ performance in Kenya Certificate of Primary School. The research was based on the Max Weber’s Theory of Bureaucracy. The target population was 612 head teachers, senior teachers and accounts’ clerks in Nairobi County. The sample size was 123. The research employed descriptive survey design. The schools selected were 14 from Westland and Dagoretti districts and 13 from Lang’ata district through simple random sampling. The head teachers and accounts’ clerks were selected by purposive sampling methods. The research instruments used were the interview and document analysis guides. Validation of both instruments was done by the expert judgment review by supervisors from the Department of Educational Administration and Planning of the University of Nairobi. Descriptive statistics was used to analyze the data which was presented in a table. The study established that all the 41 sampled schools had fairly adequate exercise books, buildings and furniture; inadequate textbooks, radios, equipment, computers, displays, charts and playgrounds. The study concluded that the head teachers had not facilitated adequate school facilities that influence pupils’ performance in Kenya Certificate of Primary School (KCPE). It was recommended that the Ministry of Education, Science and Technology should increase funding of schools to enable the head teachers to procure more school facilities to enhance pupils’ performance in Kenya Certificate of Primary School.

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