scholarly journals Resource Allocation Modalities

2021 ◽  
Author(s):  
Mathias Kiryowa
Keyword(s):  
Resource Allocation ◽  
Secondary Schools ◽  
Educational Resources ◽  
The World ◽  
Strategic Allocation

Findings regard the strategic allocation of educational resources by stakeholder, for improvement of church-founded secondary schools in Uganda (and the world at large) for their effectiveness and quality.<br>

scholarly journals Resource Allocation Modalities

2021 ◽  
Author(s):  
Mathias Kiryowa
Keyword(s):  
Resource Allocation ◽  
Secondary Schools ◽  
Educational Resources ◽  
The World ◽  
Strategic Allocation

Findings regard the strategic allocation of educational resources by stakeholder, for improvement of church-founded secondary schools in Uganda (and the world at large) for their effectiveness and quality.<br>

SAFER model: Strategic allocation of fundamental epidemic resources

2020 ◽  
Author(s):  
B W Weston ◽  
Z N Swingen ◽  
S Gramann ◽  
D Pojar
Keyword(s):  
Resource Allocation ◽  
Real Time ◽  
Community Based ◽  
Broad Distribution ◽  
Census Tracts ◽  
Milwaukee County ◽  
Strategic Allocation ◽  
Four Quadrant ◽  
Time Resource ◽  
Critical Resources

Abstract Background To describe the Strategic Allocation of Fundamental Epidemic Resources (SAFER) model as a method to inform equitable community distribution of critical resources and testing infrastructure. Methods The SAFER model incorporates a four-quadrant design to categorize a given community based on two scales: testing rate and positivity rate. Three models for stratifying testing rates and positivity rates were applied to census tracts in Milwaukee County, Wisconsin: using median values (MVs), cluster-based classification and goal-oriented values (GVs). Results Each of the three approaches had its strengths. MV stratification divided the categories most evenly across geography, aiding in assessing resource distribution in a fixed resource and testing capacity environment. The cluster-based stratification resulted in a less broad distribution but likely provides a truer distribution of communities. The GVs grouping displayed the least variation across communities, yet best highlighted our areas of need. Conclusions The SAFER model allowed the distribution of census tracts into categories to aid in informing resource and testing allocation. The MV stratification was found to be of most utility in our community for near real time resource allocation based on even distribution of census tracts. The GVs approach was found to better demonstrate areas of need.

scholarly journals Designed to deter: Barriers to facilities at secondary schools in Ghana

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Anthony K. Danso ◽  
Frances E. Owusu-Ansah ◽  
Divine Alorwu
Keyword(s):  
Built Environment ◽  
Secondary Schools ◽  
Students With Disabilities ◽  
Present Situation ◽  
International Standards ◽  
The World ◽  
Research Outcome ◽  
Building Standards ◽  
Urgent Action ◽  
Building Elements

Background: There are varied and complex problems associated with the admission of students with disabilities into secondary (senior high) schools all over the world. This situation is further complicated by difficulties encountered in the built environment of these institutions and, in this, Ghana is no exception. Objectives: This exploratory study investigated the level of accessibility of the built environment in secondary schools in eight out of the ten regions of Ghana, in order to determine whether they conform to guidelines provided in international building standards and also assess the extent to which they have been designed and constructed to meet the provisions of the Persons with Disability Act 2006, which allows for equal access to public buildings in Ghana.Method: In total, 705 building elements in 264 facilities were surveyed using international standards, building codes, regulations and guidelines. These facilities included car parks, classrooms, dormitories, assembly halls, telephone booths and administration blocks.Results: Our findings revealed that most of the building elements were barring and not disability-friendly. Just to name a few: there were obstructions on access routes to and around buildings, absence of designated car parks, unfriendly vertical and horizontal means of circulation in buildings and lack of accessible sanitary accommodations. In addition, the general lighting and signage were poor. As a result, very few students with disabilities are admitted and retained in these schools.Conclusion: Mainstreaming of people with disabilities into the Ghanaian educational system remains impossible unless urgent action is taken to alter the facilities at secondary schools. Based on this research outcome, recommendations have been made to the Ghanaian government and the Ghana Education Service, as well as non-governmental organisations and relevant professional bodies for the amelioration of the present situation in our secondary schools.

scholarly journals Effectiveness of the use of open educational resources in the development of students’ foreign language speech skills

2021 ◽  
Vol 102 (2) ◽  
pp. 164-170
Author(s):  
G. Sarzhanova ◽  
◽  
A. Toleuzhan ◽  
S. Turbaeva ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Open Educational Resources ◽  
Language Teachers ◽  
Educational Resources ◽  
Free Access ◽  
Massachusetts Institute Of Technology ◽  
Authentic Materials ◽  
Frequent Use ◽  
The World ◽  
Institute Of Technology

The article discusses the importance of using open educational resources (OER) and the need to use the technology for the development of speaking skills in the foreign language as well. The concept of OER first emerged in the 1990s and Open Educational Resources Movement announced in 2001 that MIT's entire course catalog was being put online and the project was going to be launched at the Massachusetts Institute of Technology in 2002. This technology has a number of advantages. For example, the use of OER provides free access to textbooks, allows maximizing time efficiently, increases the interest and motivation of students and helps teachers transform classes. However, it is difficult to deny the existence of some problems regarding OER. The main disadvantages include the quality of the educational resource and the lack of Internet access in all regions of the world. But shortcomings are a ‘temporary issue’ and in the future OER will be adapted in all countries of the world to a greater extent. It will be productive to develop foreign language speech skills using OER, since it allows students to acquire new knowledge more quickly and effectively. The developments of such skills will undoubtedly occurre directly as a result of the continuing use of various authentic materials and the frequent use of these materials by foreign language teachers in the classes is a topical issue. As a result, teachers may encounter problems related to lack of suitable language teaching materials. An important condition for solving the problem is the use of OER, which helps the teacher to develop students’ required skills in the learning process.

Strategies for Managing EUC on the Web

2002 ◽  
pp. 117-133
Author(s):  
R. Ryan Nelson ◽  
Peter Todd
Keyword(s):  
Resource Allocation ◽  
Personal Computer ◽  
Control Strategy ◽  
World Wide ◽  
End Users ◽  
Web Technology ◽  
End User ◽  
Long Run ◽  
The World ◽  
The Web

Beginning in the early 1980s, end-user computing (EUC) began to permeate organizations following the advent of the personal computer and a host of applications directed at the non-IS professional. Along with EUC came a whole new set of organizational opportunities and risks. Ten years later, the World Wide Web has opened the door to a yet more powerful set of EUC applications capable of reaching well beyond the boundaries of the organization. Indeed, Web technology permits end users to design applications that are immediately accessible by unlimited numbers of people from anywhere in the world. As a result, EUC using Web technology has introduced a whole new set of opportunities and risks for organizations. The purpose of this research is to examine what strategies organizations are using in their attempt to maximize the benefits of the Web for end users while mitigating the inherent risks. To this end, individuals from 12 major organizations were surveyed via the Web. The results indicate that while organizations seem to be doing an adequate job of establishing roles and standards, mechanisms for resource allocation, development management, and maintenance appear to be lacking. In fact, most firms seem to be relying on a monopolist control strategy at this point in time. While such a strategy may be the best approach given the relative infancy of Web technology, it could prove to be an unstable strategy in the long run given the reach, range and flexibility of access that Web technology provides. Organizations are encouraged to take a proactive, formal posture toward EUC development on the Web.

Developing Inclusive, Collaborative Initiatives in Curriculum Delivery

2021 ◽  
pp. 68-77
Author(s):  
Ntombizandile Gcelu ◽  
Fumane P. Khanare
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Developed Countries ◽  
School Management ◽  
Management Team ◽  
Educational Systems ◽  
Sustainable Leadership ◽  
The World ◽  
Practical Information ◽  
Curriculum Delivery

While teaching and learning are underway, the world is still grappling with the COVID-19 pandemic and its impact on educational systems, particularly curriculum delivery across the globe, on both developing and developed countries. As a result, collaboration and partnerships with primary, secondary schools, and higher education institutions are more vital than ever. Unfortunately, many schools have yet to show real leadership when it comes to this. This chapter foregrounds the school management team voices to depict collaborative initiatives and ways to improve curriculum delivery in a rural context of two secondary schools in Free State, South Africa during the crisis. In so doing, the chapter considers collaborative initiatives that are inclusive and provide much-needed practical information for curriculum delivery and sustainable leadership.

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