scholarly journals Strategic Framework for Portuguese School Libraries: 2014-2020

2021 ◽  
Author(s):  
Elsa Conde
Keyword(s):  
Educational Attainment ◽  
Action Plan ◽  
School Libraries ◽  
Strategic Thinking ◽  
Educational Systems ◽  
Ministry Of Education ◽  
Digital Revolution ◽  
Strategic Framework ◽  
Network Program ◽  
Support Students

The main purpose of this paper is to present the School Libraries Network Program of the Ministry of Education and its strategy concerning the creation and the implementation of a National Strategic Framework for School Libraries: 2014-2020. According to “Europe Strategic 2020”, the School Libraries Network Program (SLNP) conceived an action plan to align with and contribute to the European goals for education. To respond to the current challenges, due to the digital revolution and the way we deal with information and acquire knowledge, the educational systems need, more than ever of strong school libraries, able to teach and support students achieving a good educational attainment and the skills essential to the future. With this professional paper we propose to underline the need of new managing tools and a new strategic thinking and discuss how this standards framework cancontribute to the progress of the school libraries in a rapidly changing world, a world much more demanding and much more focused on results, that have an impact on students’ achievement and make a difference in their lives.

MOOCS FOR BRIDGING THE SCHOOL - UNIVERSITY GAP

2021 ◽  
pp. 185-195
Author(s):  
Ilaria Merciai ◽  
◽  
Ruth Kerr ◽  
Gaetana Melchionna ◽  
◽  
...  
Keyword(s):  
Action Plan ◽  
Self Awareness ◽  
Graduate Degree ◽  
Entrance Exams ◽  
University Preparation ◽  
University Life ◽  
The University ◽  
Age Range ◽  
Support Students ◽  
And Diffusion

This chapter presents an update of the MOOC orientation strategy implemented by Federica Web Learning, Centre for Innovation, Experimentation and Diffusion of Multimedia learning at the University of Naples, Federico II since January 2019 and already published in the same year. A solid orientation strategy is designed to support students in their university choice and prepare them for the intellectual demands of university life and study. According to OECD, graduate numbers in Italy increased in 2019 from 20% to 28%(25-34 age range), and Italy has high numbers of post-graduate degree holders. However, overall graduate numbers are still relatively low compared to other European member states and dropout rates continue to be high, as do the numbers of students changing degree course after one or two years of study. In line with the updated DEAP, Digital Education Action Plan (2021-2027), and Italian Ministerial recommendations, the Federica MOOC-based orientation strategy explores ways of bridging the gap between school and university in a 3-pronged approach designed to address students’ choice of degree subject and university; preparation for university entrance exams and difficult modules; and last but not least, raising student self-awareness to help them adapt to change as they shape their future.

The DEKOR System

2011 ◽  
pp. 164-186 ◽  
Author(s):  
Christian Gütl ◽  
Victor Manuel García-Barrios
Keyword(s):  
Learning Environment ◽  
Learning Styles ◽  
Educational Systems ◽  
Learning Material ◽  
Learner Characteristics ◽  
Web Based ◽  
Learning Content ◽  
Support Students

Due to the wide diversity of learning styles and learner characteristics, delivering learning material from modern ICT-based learning must also be conducted in a diverse manner rather than with a “one-fitsall” approach. By focusing on content aspects, the majority of adaptive Web-based educational systems are only able to deal with closed repositories and therefore only pre-defined content alternatives for limited learner characteristics are manageable. One possible solution is to enable and technologically support students’ freedom to select appropriate learning content of their own choice. The WWW as an extensive repository of diverse content has gained considerable interest as an open-ended learning environment, but most students cannot cope well with such open accessibility. To overcome this, the authors have started research towards a system of personalized access to open repositories. In this book chapter, they introduce the evolution of their linked approaches and discuss the findings in the context of learner characteristics.

Understanding the Role of Culture in Developing Inclusive Schools: A Case Study from Cyprus

2012 ◽  
Vol 22 (1) ◽  
pp. 186-209 ◽  
Author(s):  
Panayiotis Angelides ◽  
Eleni Antoniou
Keyword(s):  
Inclusive Education ◽  
Educational Opportunities ◽  
Educational Systems ◽  
Ministry Of Education ◽  
Inclusive Practices ◽  
School Cultures ◽  
Inclusive Schools ◽  
Equal Educational Opportunities

Over the last few years, there has been considerable debate regarding the ways in which the different educational systems in the world should develop more inclusive practices in their schools. An important aspect of this discussion revolves around the question of what schools can do to become more inclusive in terms of maximizing the participation of all children in their cultures, curricula, and communities. The Cyprus educational system, in responding to international developments, has made certain efforts to provide equal educational opportunities. These initiatives are undertaken centrally by the Ministry of Education and Culture without paying much attention to individual schools, their cultures, and the relations between schools and their communities. Given these efforts, this study examined how school cultures influence the development of inclusive practices, using case study in a rural primary school in Cyprus with 115 students, and through the analysis of our data, we spotted certain elements of the school's culture that contributed to the success of inclusive education. The provided examples, as well as the way that the leaders led the school under investigation toward an inclusive culture, might be helpful for educators in other contexts who struggle to develop inclusive schools.

SOKO PROJECT: DEVELOPING DETAILED OIL COMBATING PLAN FOR MANAGING ON-SHORE CLEAN-UP PROCEDURES IN FINLAND

2008 ◽  
Vol 2008 (1) ◽  
pp. 373-379
Author(s):  
Justiina Halonen ◽  
Melinda Pascale
Keyword(s):  
Baltic Sea ◽  
Action Plan ◽  
Steering Committee ◽  
Further Education ◽  
Gulf Of Finland ◽  
Ministry Of Education ◽  
Railway Transportation ◽  
The Baltic Sea ◽  
Rescue Services ◽  
The Baltic

ABSTRACT Shipping on the Baltic Sea, especially the transportation of oil, has grown significantly over the past few years. One of the most accident risky areas for Finland is situated in the Eastern Gulf of Finland (lat. 60° 11’ long. 027° 45’ E). The Baltic Sea has officially been classified by the International Maritime Organization as Particularly Sensitive Sea Area in 2005. In Finland the Regional Rescue Services (RRS) are responsible for organising on-shore clean-up with the assistance of the Regional Environmental Centres (REC). These oil combating authorities of Kymenlaakso region in south-eastern Finland have developed a thorough preparedness for oil incidents with the help of SOKO – Management of on-shore oil combating - project (SOKO). SOKO, innovated and administrated by the Kymenlaakso University of Applied Sciences (KyAMK), produced a detailed guidebook for oil combating authorities and the response commander (RC). The scope of the guidebook was achieved as an interdisciplinary effort between educational institutes, rescue services, environmental centres, authorities, civic organisations and businesses. The guidebook provides detailed information on how to conduct oil combating in the case of a major oil incident where the oil reaches the shores. The guidebook is used as an action plan, as a manual for the response commander (RC) as well as for training both authorities and volunteers. It is an extensive collection of studies undertaken by further education students and specialists under the supervision of the project steering committee, formed by local oil combating authorities and KyAMK SOKO project personnel. The guidebook discusses the oil combating organisation and the management, the human resources, the communication and the financing issues. The guidebook also covers the arranging cleaning operations, the oil combating equipment and the temporary storage sites in the mainland and the archipelago and the construction specifications for the temporary storages. Transportation of oily wastes was also examined including the methods for loading and discharging oily wastes, as well as the sea, road and railway transportation methods using a database for estimating the best and most economic routes from the archipelago to the mainland. In addition, detailed operative charts were produced, with indications of the cleaning sectors and the oil waste transportation spots. The SOKO contingency plan differs from the governmental plans by focusing only on the on-shore response excluding the at-sea response. The role of the oil combating authorities in the project was to identify unresolved issues in preparedness, provide practical information, supervise and accept the outcome. The main financier of SOKO in 2003–2007 was the Finnish Ministry of Education. The SOKO concept is currently expanding to cover more coastal area in the Gulf of Finland (SOKO II -project 2007–2011).

scholarly journals Professional education: current condition and new approaches

2021 ◽  
Vol 14 (1) ◽  
pp. 129-140
Author(s):  
V. P. Solovyov ◽  
T. A. Pereskokova
Keyword(s):  
Higher Education ◽  
General Education ◽  
Professional Education ◽  
Labour Force ◽  
Educational Institution ◽  
Federal State ◽  
Educational Systems ◽  
Ministry Of Education ◽  
Higher Professional Education ◽  
State Educational

The article deals with the problems of professional education at the current stage of national economy’s development. The authors attract attention to the difference between the approaches to improving secondary and higher professional education. Government agencies of the highest level focus on improving the system of higher education and labour force training, but training of mid-level specialists has recently fallen out of their sight. Lately a great number of colleges have become part of higher educational institutions. However, during the latest reorganization of the Ministry of Education and Science, which resulted in foundation of the Ministry of Education, secondary professional education fell under the jurisdiction of the latter. The authors suggest uniting secondary and higher professional education into one single system and consider that as higher education. Line engineers will be trained at colleges (even on the basis of basic general education) but probably the term of training will be a little longer due to the fact that colleges are expected to be part of the university structure. Such educational programs could be implemented in regional branches of head universities to provide local industries, small and medium businesses with skilled workforce. The practice of students’ training proved that the division of Bachelors’ and Masters’ competences by the type of their future job is senseless as students do not determine their preferences for future occupation during the period of their studies. The authors suggest developing generalized competence models of graduates. The models could be used to formulate the requirements to the graduates with different level of education. Graduates with professional education will receive diploma together with a supplement containing the list of competences obtained. New Federal State Educational Systems of all levels of higher education read that professional competences are established by an educational institution itself. Therefore, the authors suggest considering issuing university diplomas instead of those of state educational standard.

scholarly journals Spatial Disparities of Senior Secondary Educational Attainment in Haryana

1970 ◽  
Vol 2 (2) ◽  
pp. 131-137
Author(s):  
Anita ◽  
Vijay Wanti
Keyword(s):  
Secondary Education ◽  
Educational Attainment ◽  
Gender Gap ◽  
Action Plan ◽  
Full Potential ◽  
Human Beings ◽  
Gis Technology ◽  
Spatial Disparities ◽  
The Government ◽  
Senior Secondary

For development of human resources of a nation and to harness their full potential throughout their life, education of all human beings is of great importance. It is the process of teaching, learning and training skills which prepares them for successful life. Secondary Education though not “fundamental right” of people, yet government and society understand it important for prosperity and good health of its people. It is a link between secondary and higher education after which specialisation in the fields of education starts. It is a post-Secondary education. To provide it, a number of schemes, policies, programs have been framed from time to time by the government. Action plan included gender sensitisation to minimise the gender gap in educational attainment spatial disparities and in sequence monitored at various levels from time to time with the help of public and private agencies. Nonetheless, gender disparities are nearly universal in terms of educational attainment at each level. In the present study, Senior Secondary education has been selected as focus. It is a micro level study based on census 2011 data. Maps are prepared using GIS technology to analyse patterns of Senior Secondary education attained total population and in males and females separately at district level of Haryana.

scholarly journals Growing from Nothing

2021 ◽  
pp. 245-259
Author(s):  
Joyce Chen ◽  
Li-jen Tseng
Keyword(s):  
Elementary Schools ◽  
Professional Training ◽  
School Libraries ◽  
Reading Education ◽  
Ministry Of Education ◽  
Attitudes Toward Reading ◽  
Fill Rate ◽  
Library Management ◽  
Teacher Librarians ◽  
And Behavior

Since 2009, Taiwan's Ministry of Education has begun to add the post of teacher librarians in some elementary schools. Teachers who are enthusiastic about reading education become teacher librarians to take charge of managing school libraries and promoting reading after receiving short professional training. This study aims to probe into whether the system is helpful to the management of libraries in elementary schools and to the establishment of reading environment at school. Specifically speaking, this study aims to discuss whether there is any difference in the activities of school libraries and schools' attitudes toward reading between schools with teacher librarians and schools without ones. The study surveyed elementary schools in Taiwan with a questionnaire which was filled out by teacher librarians or general librarians at school. The questionnaire was tested with Cronbach’s α reliability, and a coefficient of 0.975 was obtained, which is considered excellent reliability. 742 copies of the questionnaire were retrieved, and 741 of them were considered valid after the elimination of one with incomplete answers. Among which, 213 copies were from schools with teacher librarians, and the rest 528 copies were from schools without teacher librarians. In addition, the fill rate of schools with teacher librarians reached 80%. The study found that schools with and without teacher librarians had significant differences in library management of their libraries and behavior and attitudes toward reading.

Metasubject and Personal Results of Education: Problems of Introducing

2016 ◽  
Vol 4 (6) ◽  
pp. 50-60 ◽  
Author(s):  
����� ◽  
G. Golub ◽  
����� ◽  
E. Kogan ◽  
������ ◽  
...  
Keyword(s):  
General Education ◽  
Extracurricular Activities ◽  
Educational Outcomes ◽  
Self Management ◽  
Educational Institutions ◽  
Educational Systems ◽  
Ministry Of Education ◽  
Information Communication ◽  
Education Development ◽  
Federal Institute

The article presents analysis of the requirements of the FSES on the levels of General education to personal and metasubject educational outcomes. The basis for the analysis of requirements of the FSES is the controllability of the process of formation of metasubject and personal educational outcomes at the level of educational institutions, and educational systems. It is obvious that the management of the process of educational outcomes formation implies the possibility to defi ne specifi c educational outcomes of the stage, year of study, topic / section, lesson / extracurricular activities and implement formative and summative assessment of the results. This demands the operationalization of the FSES requirements for the purpose of building up and evaluation. The attempt of such operationalization is proposed in the paper and supplied with examples. The article contains correlation requirements of the new standard to personal and metasubject educational results with education results traditionally accepted in didactics. It is revealed that a signifi cant portion of metasubject educational outcomes represent the key (general) competencies of students, i.e., assigned universal ways of activity in the fi eld of information, communication, problem-solving (self-management). The results have been obtained in the framework of the state task of Russian Ministry of Education for the Federal Institute for Education Development on the theme �Organizational-methodical maintenance of process of formation of metasubject and personal outcomes of students in accordance with FSES of elementary, primary and secondary schools�.

scholarly journals Investigating barriers teachers face in the implementation of inclusive education in high schools in Gege branch, Swaziland

2018 ◽  
Vol 7 ◽  
Author(s):  
Sifiso L. Zwane ◽  
Matome M. Malale
Keyword(s):  
High Schools ◽  
Inclusive Education ◽  
Action Plan ◽  
Education And Training ◽  
Educational Needs ◽  
Education For All ◽  
Ministry Of Education ◽  
Wide Range ◽  
The Government ◽  
And Training

Background: The kingdom of Swaziland is a signatory to policies on universal education that ensure high quality basic education for all. Education for All is a commitment to provide equal opportunities for all children and the youth as provided for in the country’s constitution of 2005. The tone for the introduction of inclusive education in Swaziland was inevitably set by the new constitution of 2005. Since then several policies have been produced by the government, all aimed at providing equal education opportunities to all children in the country. These policies include the Swaziland National Children’s Policy (2009), Poverty Reduction Strategy and Action Plan (2006) and Draft Inclusive Education Policy (2008). The Education for All Policy (2010) is the policy that upon implementation became a stimulus for the introduction of inclusive education into mainstream schools; as a result, all teachers in the country’s schools were expected to be competent enough to teach learners with a wide range of educational needs. However, in-service teachers received inadequate staff development and training ahead of the implementation of inclusive education and a majority of teachers were not professionally developed for inclusive education, as pre-service students at tertiary training level.Objectives: This study investigated barriers in the implementation of inclusive education at high schools in the Gege branch, Swaziland, with a view to finding lasting solutions to inform research and government policy.Method: This research is a qualitative interpretive case study based on selected schools in the Gege branch of schools. Data was obtained through semi-structured research interviews and document analysis. It was processed and analysed through data coding, unitising, categorising and emergence of themes, which became the findings of the study.Results: Lack of facilities in the governments’ schools and teachers’ incompetence in identifying learners facing learning challenges in their classrooms are some barriers to inclusivity.Conclusion: The study concludes that there is a need for the Ministry of Education and Training to craft an inclusive curriculum in line with the inclusive policy in order to cater for the diverse educational needs of all learners in mainstream schools. It is thought that instituting a vibrant in-service and pre-service teacher training programme by the Ministry of Education and Training will increase teachers’ capacity to a level where teaching in inclusive classrooms does not negatively affect their competence.

scholarly journals School Librarians in Action: A Comparative Study of School Library Programs in Croatia and Hong Kong

2017 ◽  
Author(s):  
Annie Tam ◽  
Samson Choi ◽  
Anica Tkalcevic ◽  
Zvjezdana Dukic ◽  
Joy Xiaobing Zheng
Keyword(s):  
Hong Kong ◽  
Information Literacy ◽  
School Library ◽  
School Curriculum ◽  
School Libraries ◽  
Collection Development ◽  
Library Instruction ◽  
School Librarians ◽  
Similarities And Differences ◽  
Support Students

The study explores library programs in primary and secondary schools in Croatia and Hong Kong. The aim is to find what library programs the school libraries in Croatia and Hong Kong run in their schools, how these programs affect students’ learning and what are similarities and differences between school libraries in Croatia and Hong Kong. The study findings show that school libraries on both locations run programs to support students’ reading and to enhance their information literacy and research skills. School library programs in Croatia and Hong Kong include some similar components but also differ in some respects in approach and content. School librarians in Croatia involve wider community engagement while school librarians in Hong Kong apply technology for collection development and library instruction. Library programs in schools in both locations transcend the school walls and reach beyond the school curriculum as well.

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