10 Years School Construction in Haiti: Technical Learnings from a Multiple Construction Program

In the aftermath of the 2010 Haiti's earthquake, the Government of Haiti faced massive reconstruction needs in all sectors. As part of the response of the Government of Haiti to the massive reconstruction needs, from 2010 to 2020, the IDB designed a series of grant operations plus seven co-financings designed to support a wider School Reconstruction Program. These operations achieved the (re)construction of 90 public schools countrywide, which resulted in the creation of approximately 1,000 classrooms and 40,000 seats, providing a safer and comfortable learning environment for approximately 60,000 children each school year.

Parent's Participation in Improving the Quality of Education in Elementary Schools

Parents’ low participation in improving the quality of education is an interesting topic of study. This research aims to obtain data on parents’ participation in improving the quality of infrastructure and learning process in elementary schools. This research used a qualitative descriptive approach. Sources of data were the principal, teachers, and parents. Data collection techniques were observation, interviews, and documentation. Based on the research findings, it can be discussed that parents already participated in improving educational infrastructure but not maximized. They donate funds and energy for school construction. While, in learning process, parents contribute to guide, to motivate, to supervise the children, and to facilitate all their needs in learning. Problems faced by parents in improving the quality of learning are lack of time in supervising the children to learn due to busy work and also the low level of parents’ education and income (education and economic factors).

Designing a Model for the Management of Educational Non-governmental Organisations Active in the Field of School Construction (Barekat Foundation)

School building is one of the vital activities in the realisation of educational justice in Iran, and given the effective cooperation and participation of educational non-governmental organisations (NGOs) with the government in this field, having a local model and overall framework appropriate to these organisations will certainly play a very important and influential role in realising and facilitating things. Therefore, this research aims to present a model for educational NGOs active in the field of school construction. The research approaches used were mixed methods (qualitative and quantitative) and exploratory analysis. In the qualitative part of the research, the grounded theory method and purposive sampling were used, whereas in the quantitative part, the cross-sectional survey method and random stratified sampling were adopted. The data collection tool used for the qualitative part was semi-structured interviews, and for the quantitative part a researcher-made questionnaire with 117 questions was used. The validity of the questionnaire was established by the Cronbach’s alpha of 0.90. Results of the quantitative part confirmed the chi-square (χ2), goodness of fit, adjusted goodness of fit, mean deviation root and rounded squares of the qualitative part of the research. The results also show that the combination of the management’s characteristics and beliefs and organisational and social factors influences the management of educational NGOs. Also, the consequences of the utilisation of the management pattern for educational NGOs are divided into two: individual and social aspects. In terms of influencing the manner of management, contextual factors were influential in two environmental and policymaking aspects, and intervening factors were influential in two internal and external aspects. Furthermore, it was found that non-localised execution and implementation of patterns shall result in the failure of most management programmes throughout these organisations. As a result, the organization shall gain productivity and success if it manages educational NGOs with reliance on factors effective in paradigmatic model of grounded theory.

The congresses of the tatar teachers in 1917-1918

The Urgency Of This Problem Is Conditioned By Several Factors. The Need To comprehend the historical continuity and comprehensive presentation of the Tatar social and political movement's efforts after the February Revolution to modernize the traditional Muslim society. Weak development of the problem of teachers' organized movement during the period between the February bourgeois-democratic revolution and the first months of the Bolsheviks' power in Kazan. The need to refer to the origins and experience of Russian education organization to focus on teachers' social role in education quality improvement. The 100th anniversary of the TASSR also makes the topic especially relevant. The purpose of this article is an attempt to elucidate the role and significance of teachers' congresses in the fate of public education of the Muslim Tatars of the Volga-Ural region after the February Revolution of 1917. The leading method for the study of this problem is a systematic approach and system analysis, which allow considering teachers' congresses as one of the manifestations of the social development of Tatar society in regional and national events. The article traced the main stages of the movement of Tatar teachers. It concluded that the socio-cultural modernization of the national school, the elimination of national discrimination in school construction and the inclusion of Tatar schools in the state network should be perceived as the result of the social and political movement of the advanced intellectual part of Tatar society.

School construction in Chechnya during the 1920s – 1936s

This article is dedicated to the question of eradication of illiteracy among school-age population of Chechnya during the 1920 – 1936. The author explores the role of religious figures in education; the cohort of students and construction of schools in the cities and rural areas; the arrangement of school curriculum, creation of alphabet, and solution of the problems with professional personnel shortage; as well as the system of dropouts and grade repetition. The republic is currently experiences one of the most difficult periods in its history. The leadership of the Chechen Republic is doing everything possible to ensure that education is evaluable to every resident. The reference to the historical experience of school construction allows reconstructing the severely deformed educational processes. The scientific novelty consists in studying the problem from the perspective independent of the Marxist-Leninist outlook upon the educational processes. The government, supporting the atheistic worldview, set the task to build a new personality, with no presence of religion what so ever, whose mentality would be all about building the Communism and fight the Capitalism. As of today, religion is an integral part of every Chechen; simultaneous secular and religious education has a positive impact upon personal becoming. Emphasis is placed on the fact that there were very few girls in the schools. This indicator has remained consistent for virtually the entire period of school reform in Chechnya.

How Much Does Public School Facility Funding Depend on Property Wealth?

We examine how funding for public school facilities varies with school district property wealth and household income. Using data on school facility (i.e., capital) funding in California from fiscal years 1986-87 to 2015-16, we find that funding for school construction and modernization varies widely across districts. Disparities in funding are driven primarily by inter-district differences in property wealth with the highest property wealth districts raising significantly more funding for school facilities. Assessed value per-pupil in California is also negatively correlated with the share of disadvantaged students and students of color. As a result, school facility funding tends to be substantially lower in districts with the highest concentrations of disadvantaged students and students of color.

PELAKSANAAN MANAJEMEN TK AN NAMIROH PUSAT DALAM MENINGKATKAN KUALITAS SEKOLAH DI KECAMATAN TAMPAN KOTA PEKANBARU

This study aims to obtain about the process of implementation of kindergarten An-Namiroh Center in improving the quality of schools in Kecamatan Tampan kota pekanbaru. The research sub-focus consists of 1) .The implementation of An-Namiroh kindergarten planning in improving the quality of schools in Kecamatan Tampan Pekanbaru City, 2) .The implementation of An-Namiroh kindergartensCenter in improving the quality of schools in Kecamatan Tampan Pekanbaru City, 3) .The implementation of TK An -Namiroh Center in improving the quality of schools in Kecamatan Tampan Pekanbaru City, 4) .TK An-Namiroh kindergarten supervisionCenter in improving the quality of schools in Kecamatan Tampan Pekanbaru City. This type of research is a qualitative research. The data collection is done by interview, observation and documentation. The results of this study are (1). Implementation of TK An Namiroh Center planning as stipulated in the vision, mission and objectives that make kindergarten An Namiroh Center of pilot educational institutions and is the pride of the community. (2). Implementation of organizing is contained in the organizational structure and the division of labor, so that tasks and responsibilities are done well. (3). Implementation of the guidance of kindergarten An Namiroh Center well done, this is marked by the implementation of leadership functions of principals who have done the management and school construction through administrative activities and placing himself as a supervisor. (4). Implementation of supervision in kindergarten An Namiroh Center has been going well. This is marked by the establishment of good cooperation between the chairman of the foundation, principals, teachers and education personnel as well as the evaluation of weekly performance carried out by the principa

PLANNING FEATURES OF SMALL UKRAINIAN SCHOOL SPACES BETWEEN XIX–XX CENTURIES

This article analyzes the planning features of small school spaces in different regions of Ukraine between the XIX-XX centuries. The main constructive decisions of typical residential architecture which manifested itself in school construction are identified. On the example of Ukraine, we trace a large number of stylistic and planning borrowings from typical residential architecture of the folk artists and architects from different regions, which manifested itself in rural school construction.