scholarly journals Study of Profiling the Typical Fraudster in the General Education Sector in Zambia

2021 ◽  
Vol 07 (08) ◽  
pp. 82-90
Author(s):  
Paul Bernandicto Ngosa ◽  
Jason Mwanza
Keyword(s):  
General Education ◽  
Education Sector

scholarly journals The Determinants of Public Education Expenditures: An Empirical Analysis of Changing Patterns and Growth of Public Expenditure on Education in Kenya

2017 ◽  
Vol 7 (4) ◽  
pp. 1
Author(s):  
David Kamar Imana
Keyword(s):  
Public Policy ◽  
General Education ◽  
Public Expenditure ◽  
Linear Regression Analysis ◽  
Multiple Linear Regression Analysis ◽  
Education Sector ◽  
University Education ◽  
Factors Affecting ◽  
Changing Patterns ◽  
The Government

This paper examined several factors that affect growth of public expenditure on education sector using reputable theories of public policy analysis, economics, and public finance. These theories were used to test and examine these factors mainly for the purposes of providing public policy recommendations. Standard multiple linear regression analysis method was used to analyze factors affecting growth of public expenditure on education using the four formulated models and equations representing; general education sector, primary, secondary and university education. The results in general showed that majority of the factors tested were positively significant and caused an increase of public expenditure on education. The paper found noticeably increase in public expenditure on education sector in Kenya since 1980 from the results, but still the actual amount of money spend on education sector is less than what is required. Therefore, the government should not only increase financial allocation but should also find reliable sources of funding education sector. In addition, the government should carry out reviews in all schools syllabuses in order to meet current changing jobs demands and maintaining quality education.

scholarly journals Strikes in the Canadian Higher Education Sector: The Feasibility of Compulsory Binding Arbitration

2019 ◽  
Vol 9 (2) ◽  
pp. 54
Author(s):  
Sirvan Karimi
Keyword(s):  
Higher Education ◽  
Collective Bargaining ◽  
General Education ◽  
Education Sector ◽  
Educational Institutions ◽  
Negative Externalities ◽  
Canadian Universities ◽  
Canadian Education ◽  
Positive Externalities ◽  
Canadian Higher Education

The prevalence of labour disruptions in the Canadian education sector requires a comprehensive analysis of the adverse implications of strikes for stakeholders and Canadian society in general. Education is a kind of public good that generates positive externalities and strikes in Canadian universities and colleges engender negative externalities as manifested in the infliction of psychological and financial harms on students who become hostages to the hostility between unions and academic administrators. The overriding interests of students, families, faculty, educational institutions, and the broader community necessitate that impasses in collective bargaining negotiations be resolved without resorting to strike. Therefore, there are compelling, justifiable grounds to consider integrating compulsory binding arbitration in collective bargaining agreements as a mechanism to tackle and resolve impasses in collective bargaining negotiations in the higher education sector.

scholarly journals Training Transfer: A New Model in the United Arab Emirates General Education Sector—Hybridization of the Theory of Planned Behavior with the Training Transfer Model

2018 ◽  
Vol 11 (12) ◽  
pp. 49
Author(s):  
Saeed Khalifa Alshaali ◽  
Kamal Ab Hamid ◽  
Ali Ali Al-Ansi
Keyword(s):  
Theory Of Planned Behavior ◽  
General Education ◽  
Planned Behavior ◽  
United Arab Emirates ◽  
Transfer Process ◽  
Supervisor Support ◽  
Training Transfer ◽  
Education Sector ◽  
Transfer Model ◽  
Training Design

This study investigates variables in training transfer in the general education (school) sector of the United Arab Emirates (UAE) by hybridizing the established training transfer model and the theory of planned behavior (TPB). The hybridized model employs four variables: (i) supervisor support, (ii) training design, (iii) intention to transfer, and (iv) training transfer. This model is used to test nine hypotheses. The study sample comprised 225 employees from the UAE general education sector. Study participants (respondents to a questionnaire) were recruited by simple random sampling. The study questionnaire data was analyzed using Partial least squares structural equation modeling PLS-SEM. The study model had a good fit confirming a good fit of the hypothesized model to the empirical data. Eight out of nine hypotheses were accepted. The study is generally parallel with TPB. It demonstrates that intention to transfer has a dominant and central (mediating) influence on transfer process and transfer behavior. Remarkably, supervisor support is important only in the pre-training phase. For the UAE education sector to succeed in effective training transfer, supervisors must be properly trained to design training programs, particularly to enhance the trainee’s intention to apply training on the job. This study proved empirically that designing training is a critical influence of a trainee’s intention to apply training. Training design and intention to transfer are mediators and play a central role in promoting the training transfer process. Future studies should focus on including TPB and intention in the training transfer researches.

scholarly journals Critical Entrepreneurship Education in General Education and TVET: Two Concepts of Practice in a South African Township

2020 ◽  
Vol 11 (2) ◽  
pp. 65-84
Author(s):  
Matthias Forcher-Mayr ◽  
Sabine Mahlknecht
Keyword(s):  
Public Schools ◽  
General Education ◽  
South African ◽  
Youth Unemployment ◽  
Entrepreneurship Education ◽  
School Education ◽  
Democratic Citizenship ◽  
Education Sector ◽  
Vocational Education And Training ◽  
Formal Economy

AbstractThis paper examines the dominant approach to entrepreneurship education in the South African education system regarding the crisis of youth unemployment. It draws on the case of the public-school sector, in conjunction with the technical vocational education and training (TVET) subsector of the post-school education sector. The comparison of the entrepreneurship education sector plan for public schools with the discourse on TVET reform shows that entrepreneurship education similarly follows the čskills perspective’ with a dominant focus on the formal economy, which is informed by a human-capital based and productivist approach to education. The authors argue that this understanding of entrepreneurship education employs a too narrow perspective on youth unemployment as it overlooks individual capabilities and agency and can contribute to an experience of youth unemployment as individual failure. The authors expand this argument by suggesting a critical entrepreneurship education approach, which is outlined based on two programmes at primary-school and post-school education (TVET) level in a poor urban area. The authors argue that a critical entrepreneurship education approach contributes to learning for capabilities, social justice and democratic citizenship.

AAC and the IEP

2009 ◽  
Vol 18 (2) ◽  
pp. 65-70 ◽  
Author(s):  
Robin Hurd
Keyword(s):  
General Education ◽  
Special Education Teachers ◽  
Team Member ◽  
General Education Teachers ◽  
Students With Special Needs ◽  
Speech Language Pathologist ◽  
Inclusion Classroom ◽  
Communication Needs ◽  
State Educational ◽  
Iep Team

Abstract The team in IEP team is a necessity for students with complex communication needs. These students need the expertise of each team member to design a custom education that allows them to make progress towards state educational standards and build communication competence across curriculum areas. This article covers the strengths each team member brings to the IEP team. Parents bring a long-term perspective of the student; general education teachers bring their knowledge of what curriculum will be covered in the inclusion classroom; and special education teachers bring their training in working with and making adaptations for students with special needs. The article also focuses specifically on ways the speech-language pathologist contributes information on how language is used across the curriculum. A vital part of the role of the SLP on the IEP team is to pinpoint specific areas of language need and to provide teachers with ways to address those areas of need within their curriculum.

Helping the General Education Team Support Students Who Use AAC

2012 ◽  
Vol 21 (3) ◽  
pp. 82-91 ◽  
Author(s):  
Carole Zangari
Keyword(s):  
Academic Achievement ◽  
General Education ◽  
Communication Skills ◽  
Communication Systems ◽  
General Education Teachers ◽  
Practice Opportunities ◽  
Support Students ◽  
Successful Students

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.

Undergraduate Elementary Education Majors' Knowledge of Augmentative and Alternative Communication

2010 ◽  
Vol 19 (4) ◽  
pp. 100-107 ◽  
Author(s):  
Lindsay Kessel ◽  
Linda Sue Sickman
Keyword(s):  
Elementary Education ◽  
General Education ◽  
Augmentative And Alternative Communication ◽  
General Education Teachers ◽  
Classroom Teachers ◽  
Education Majors ◽  
Alternative Communication ◽  
Elementary Education Majors ◽  
Education Major ◽  
Survey Results

Abstract This study describes survey results measuring the knowledge undergraduate elementary education major students have about augmentative and alternative communication. Those students with experience and course knowledge surrounding AAC were more knowledgeable. Implications for speech-language pathologists (SLPs) will be addressed, including how SLPs can provide classroom teachers with classroom support for general education teachers.

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