scholarly journals أثر استراتيجية إتقان التعلم في تحصيل طلاب مقررات تقنيات التعليم في كلية المعلمين بجامعة أم القرى و اتجاهاتهم نحوها

2022 ◽  
Vol 6 (1) ◽  
Author(s):  
كنساره ، إحسان بن محمد بن عثمان ◽  
عطار ، عبد الله بن إسحاق
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Ministry Of Education ◽  
Strategic Learning ◽  
Teachers College ◽  
Technological Learning ◽  
The Subject ◽  
The Difference ◽  
Students Attitudes ◽  
Ministry Of Higher Education

The objective of this study is to know the cffect of applying the strategy of education in the subject of technological learning for students in the Teachers’ College at Umm Al-Qura University.   The study was applied to a group of students to know the effect, and attitudes towards the subjects they have studied.   The findings of study have shown significant differences between the groups of study for the expense of both groups which studied the educational subject in the way of their studies to the accuracy of both levels of study’s achievements and students attitudes towards the subject.   This means that this strategy increased the outcomes of students, and also, increased their attitudes towards the subject.   Accordingly, the above two researchers recommend the use of strategic learning for accuracy in the teaching of the difference of educational technology subjects, and other subjects for their advantage to the students’ abilities in acquiring different skills.   Also, they recommend that ministry of higher education, and ministry of education should put general plans to show teachers the curriculum and to let them practice wavs to achieve easily the objectives of learning for accuracy

scholarly journals Exames nacionais: a influência de pequenos factores

2019 ◽  
pp. 18-28
Author(s):  
João Paulo Leal
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Fundamental Question ◽  
Ministry Of Education ◽  
Knowledge And Skills ◽  
National Examinations ◽  
The Subject ◽  
Scientific Pedagogical ◽  
The Way

To construct external examinations is a complex and very serious matter. It is necessary time and the contribution of many people with complementary skills, who are specialists in various subjects (scientific, pedagogical and technical ones). Despite all this effort, a test always depends on many small factors. Small changes in quotations, the way one asks a question or the type of question chosen can have very marked effects in the grades of a test. Whatever the subject in analysis the fundamental question is: what are the national examinations for? If the examinations are to be the end of a cycle, i.e. the completion of secondary education, the way questions are placed and the distribution of quotations must follow a certain pattern if the examinations are meant to select students to access higher education the approaches to assume will be completely different. The option of using national exams as a way of select students to access higher education has been hijacking teachers who increasingly feel pressure to prepare students for exams instead of providing students with knowledge and skills. Universities and Polytechnics should assume their responsibilities and, in coordination with the Ministry of Education, take the initiative to select the students for Higher Education by releasing the national exams to fulfill their task, certifying the end of a cycle.

scholarly journals O ACESSO DOS POVOS INDÍGENAS AO SISTEMA EDUCACIONAL BRASILEIRO: UMA POLÍTICA DE INCLUSÃO AINDA INCONCLUSA - DOI: http://dx.doi.org/10.5216/rfd.v39i2.37031

2016 ◽  
Vol 39 (1) ◽  
pp. 153
Author(s):  
Thaís Janaina Wenczenovicz ◽  
Wilson Steimentz
Keyword(s):  
Higher Education ◽  
Historical Development ◽  
Indigenous Education ◽  
Indigenous Communities ◽  
Interpretive Research ◽  
Ministry Of Education ◽  
National Education ◽  
History Of ◽  
The Subject ◽  
Education In Brazil

RESUMO:O presente trabalho tem por objetivo analisar a evolução e o processo de inserção das comunidades indígenas na História do Brasil Contemporâneo no sistema de Ensino Superior. Também aborda elementos da evolução histórica da Educação Indígena no Brasil e seus desdobramentos institucionais e pedagógicos do Ensino Superior com base em dados do Ministério da Educação. O procedimento metodológico utilizado é o analítico-interpretativo de investigação e análise da legislação concernente a temática como: Decretos, LDB’en, Plano Nacional de Educação, Regimento da Connei, Resoluções, entre outras. ABSTRACT:This study aims to analyze the evolution and the process of insertion of indigenous communities in the History of Brazil Contemporary  in the system of Higher Education Area. It also addresses elements of the historical development of indigenous education in Brazil based on data from the Ministry of Education. The methodological procedure used is analytical-interpretive research and analysis of the legislation concerning the subject as: Ordinance, LDB’en, National Education Plan, CONNEI’s Regiment, Resolutions and other.

scholarly journals Business Think and its Relation to the Humility of Department Managers

2018 ◽  
Vol 1 (126) ◽  
pp. 338-365
Author(s):  
Abbas Al Asadi ◽  
Noor Shaker Al Zaidi
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Demographic Variable ◽  
Demographic Variables ◽  
Research Community ◽  
Reliability Coefficient ◽  
Ministry Of Education ◽  
Cronbach Alpha ◽  
Search Results ◽  
Ministry Of Higher Education

The target of current search to know Business Think department managers, recognizing the differences in Business Think according to Gender, Academic achievement, Age, and Specialization. And Humility department managers, recognizing the differences in the Humility according to the same demographic variables. And Correlation between Business Think and Humility. To achieve research goals, we build two scales the first one is Business Think consists (28) items, and Humility consists (26) Items. Verified psychometric properties of the scales above, truly verified reliability coefficient also scales with Cronbach alpha (0.84) for managing Business Think scale, while reliability coefficient of Cronbach Alpha Humility scale (0.78). After application of a sample of measurements (338) member of department managers drawn from the research community, (222) male and (116) female  of (Ministry of Labor, and Social Affairs, Ministry of Health and the Environment, Ministry of Industry and Minerals, Ministry of Education, Ministry of Higher Education and Scientific Research, and Ministry of Culture and Tourism and Antiquities) and the current search results have been analyzed in the light of the theoretical framework adopted, contained a number of conclusions, including that section managers management Business Think and there is no interaction between demographic variables in administrative and Business Think that department managers have Humility. There is a difference in the demographic variable Sex in humility and for females and there is no interaction between demographic variables in Humility and there is a positive correlation between Business Think and modesty and management researcher emerged a set of recommendations and proposals.   

scholarly journals Higher Education in Pakistan and Malaysia: A Comparative Analysis of their Education Policies in the Modern Era of Technology

2020 ◽  
Vol V (III) ◽  
pp. 103-113
Author(s):  
Kamal Haider ◽  
Ghulam Ali Kerio ◽  
Anjum Bano Kazimi
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Ministry Of Education ◽  
Education Policies ◽  
Research Papers ◽  
University Campuses ◽  
International University ◽  
The Government ◽  
Ministry Of Higher Education ◽  
Modern Era

The Government of Pakistan through the Ministry of Education (Now Ministry of Federal Education and Professional Training) has formulated various Education Policies since 1970, all could not have achieved the target objectives due to poor governance, lack of budget, and a dearth of implementation of formulated policies. While Malaysia through the Ministry of Higher Education has successfully introduced "NHEAP 2007-2010, NHESP 2011-2015 and MEBHE 2015-2025" to achieve the vision of making Malaysia an international hub for HE by 2020. To serve the mentioned purpose, five International University Campuses were established. The current study is conducted to compare Pakistan's and Malaysian HE policies so to highlight the gaps/weaknesses of Pakistan's HE policies and strategies adopted by Malaysian policymakers to form a better HE system. For the purpose qualitative approach was selected and contents of written documents were compared and analyzed, i.e., education policies & reports, research papers/scholarly articles, dissertations & books.

A Review of Religious Education in Malaysia and Thailand

2021 ◽  
Vol 7 (2) ◽  
pp. 138
Author(s):  
Nor Tasik Misba ◽  
Abd Halim Mohd Noor
Keyword(s):  
Higher Education ◽  
Religious Education ◽  
Educational System ◽  
Primary Source ◽  
The Other ◽  
Ministry Of Education ◽  
Religious Instruction ◽  
Islamic Country ◽  
Other Hand ◽  
Ministry Of Higher Education

Every country has a unique educational system to offer its citizens. The Ministry of Education and the Ministry of Higher Education are responsible for overseeing education in Malaysia. Since Malaysia is an Islamic country, the majority of religious education in the country is centered on Islam. In Malaysia, on the other hand, Tahfiz education is the most widely practiced. In contrast to Thailand, Thai Buddhist temples have surpassed all other institutions of learning as the primary source of religious instruction for the vast majority of the populace. Both religious education in these countries has developed in recent years, becoming more systematic and gaining in popularity. Hence, this article will review the religious education practices in Malaysia as well as Thailand.

scholarly journals National Education Philosophy: A Review of Its Application in Malaysia's Education System

2021 ◽  
Vol 2 (2) ◽  
pp. 99-111
Author(s):  
Noorilham Ismail ◽  
Mohd Kasturi Nor Abd Aziz ◽  
Zarifah Arsani ◽  
Makmur Haji Harun
Keyword(s):  
Higher Education ◽  
Education System ◽  
Educational Philosophy ◽  
Ministry Of Education ◽  
Level Of Education ◽  
National Education ◽  
Education Philosophy ◽  
Education Levels ◽  
The Subject

The implementation of the National Education Philosophy (NEP) at each stage of learning in the Malaysian education system will be the subject of this study. The primary goal that will be stressed is the implementation of the educational philosophy at the primary, secondary, and higher education levels. The emphasis would be on the areas covered in each level of education, whether academic or co-curricular in nature. This analysis will depend on educational reports from the Malaysian Ministry of Education, as well as memoirs, books, and newspapers. Such information will be analysed, compiled, and detailed in an authoritative and insightful narrative statement. Finally, this study will demonstrate that the use of NEP in Malaysian education has been consistent since its inception and continues to this day.

scholarly journals Does Quality Make a Difference for Higher Education Graduates in Colombia? Measuring Differences in Accredited and Non-accredited Institutions With Similar Financial Characteristics

2020 ◽  
Vol 17 ◽  
Keyword(s):  
Higher Education ◽  
Student Performance ◽  
Institutional Quality ◽  
Ministry Of Education ◽  
Propensity Matching ◽  
The Difference ◽  
Financial Characteristics ◽  
Accredited Institutions ◽  
Quality In Higher Education ◽  
Matching Score

In this paper we explore the difference of quality in higher education between accredited and non-accredited higher education institutions (HEIs) in Colombia. For that purpose we test if the difference of the National Exam of Student Performance (Saber Pro), which is our proxy for quality between institutional accredited and non-accredited institutions is statistically significant. The hypothesis is that indeed those HEIs that have been granted the institutional quality accreditation by the Colombian ministry of education should have better results in the national exam than those that not. We argue that for robustness of the results, it is necessary to control for confounding effects among comparable HEIs. For this purpose, we employ a propensity matching score approach based on common financial characteristics in order to avoid issues of selection bias. Our results find that the difference in performance between accredited and non-accredited institutions is positive and statistically significant. This difference between performances can be attributable to the substantial differences in the pattern of expenditures and asset investment of non-accredited HEIs.

scholarly journals Challenges Facing Teachers in Integrating Educational Technology into Kiswahili Teaching. A Case of Selected Secondary Schools in Kisii County, Kenya.

2016 ◽  
Vol 4 (12) ◽  
pp. 23-39
Author(s):  
Alice Omariba ◽  
Samson Rosana Ondigi ◽  
Henry Okello Ayot
Keyword(s):  
Educational Technology ◽  
Secondary Schools ◽  
Pilot Project ◽  
African Union ◽  
Ministry Of Education ◽  
Instructional Process ◽  
The World ◽  
Information And Communication ◽  
Students Attitudes

Information and Communication Technology (ICT) has brought about profound changes in this 21st century era.ICT has changed the way people communicate and do business. In education, the role of ICT and whether or not it positively influences the learners’ attitudes to work and particularly in language (Kiswahili) has been a matter of much debate. Globally, Kiswahili is taught as a language in universities such as Harvard, Yale, Germany, Osaka-Japan, China, South Korea, South Africa, Ghana and Nigeria just to mention a few. Further, the African Union meetings recognize Kiswahili as one of the languages of communication. The use of ICT creates an environment which moves away from the traditional teacher-centered approaches that have been devoid of learner enjoyment and explorativeness which are important characteristics of effective and meaningful learning. ICT allows learners to create, collect, store, use knowledge and information; and it enables learners to connect with people and resources all over the world (Alberta Learning, 2000). The emphasis of teaching Kiswahili language in Kenya is becoming commonplace. The professional development of teachers on the use of ICT enables them develop and update themselves on the ever changing trends and techniques of integrating Educational Technology (ICT-based ) in teaching. The Ministry of Education in Kenya as in many countries in the world realized and accepted the importance of ICT in teaching. It was with this regard that New Partnership for Africa Development (NEPAD) a pilot project was started with an aim of trying to find out the possibility of realizing the dream of integrating ICT in teaching in secondary schools. However, like any new project, there is a possibility of certain challenges such as students’ attitudes and how to impart knowledge and skills which may first need to be addressed in order to guarantee full implementation and success of the project in Kenyan secondary schools. The presenters of this paper did a study of selected secondary schools in Kisii County Kenya. The purpose of the study was to investigate the professional preparedness of the Kiswahili teachers in integrating educational technology into the teaching of the language and establish challenges teachers face while trying to integrate technology into Kiswahili instructional process. The findings have important implications for the future integration of educational technology in the teaching of Kiswahili in Kenya. Will this dream come true? The presenters will share their findings and experience.

Commitment to pro- versus counter-attitudinal behavior and the dynamics of social representations

2002 ◽  
Vol 61 (1) ◽  
pp. 34-44 ◽  
Author(s):  
Eric Tafani ◽  
Lionel Souchet
Keyword(s):  
Higher Education ◽  
Social Representations ◽  
Cognitive Restructuring ◽  
Social Representation ◽  
Two Dimensional ◽  
Dimensional Model ◽  
Social Actions ◽  
The Social ◽  
Two Dimensional Model ◽  
Students Attitudes

This research uses the counter-attitudinal essay paradigm ( Janis & King, 1954 ) to test the effects of social actions on social representations. Thus, students wrote either a pro- or a counter-attitudinal essay on Higher Education. Three forms of counter-attitudinal essays were manipulated countering respectively a) students’ attitudes towards higher education; b) peripheral beliefs or c) central beliefs associated with this representation object. After writing the essay, students expressed their attitudes towards higher education and evaluated different beliefs associated with it. The structural status of these beliefs was also assessed by a “calling into question” test ( Flament, 1994a ). Results show that behavior challenging either an attitude or peripheral beliefs induces a rationalization process, giving rise to minor modifications of the representational field. These modifications are only on the social evaluative dimension of the social representation. On the other hand, when the behavior challenges central beliefs, the same rationalization process induces a cognitive restructuring of the representational field, i.e., a structural change in the representation. These results and their implications for the experimental study of representational dynamics are discussed with regard to the two-dimensional model of social representations ( Moliner, 1994 ) and rationalization theory ( Beauvois & Joule, 1996 ).

Measuring Service Quality in The Context of Higher Education in Vietnam

2013 ◽  
pp. 77-90
Author(s):  
Yen Nguyen Thi Hoang
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
Exploratory Study ◽  
Measurement Scale ◽  
Education Service ◽  
The Subject

This paper focuses on the understanding of service quality in the context of Vietnamese universities. It proposes an approach for measuring the quality of the higher education service provided by universities in Vietnam. Firstly, an exploratory study was conducted. Then, the set of items which were generated became the subject of a questionnaire that was then administered to 675 students of a Vietnamese university to determine the dimensions of higher education service quality in this context. The obtained results permit us to appropriate a measurement scale which is slightly different from the SERVQUAL scale widely known as the standard for measuring service quality. The results also show that tangible elements, responsiveness and assurance seem to be three specific dimensions of the higher education service of Vietnamese universities.

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