Impact of absenteeism on academic performance under compulsory attendance policies in first to fifth year university students

Since the implementation of the European Higher Education Area, universities have been obliged to implement continuous assessment systems that require a high degree of attendance by students. Using recorded data, from year 1 to year 5, of 694 students of a European university, where attendance is mandatory, the main objective of this research is to analyse to what extent absenteeism affects performance across the years of degree study. The investigation found a decreasing effect. In addition, a cluster analysis was done to find out if the compulsory attendance policy impacts all students equally. Three different behavioural styles were found: those who attend regularly, students who manage their number of absences to comply with attendance rules, who are the real targets the policy, and a third group with a high number of absences not affected by the policy. These findings identify the groups of students who benefit most from adequate attendance.

L. S. Vygotsky and His Theory as an Inspiration for Innovations in Education

In recent years, preschool education has become an important topic in the Czech Republic. Since 1990, the system of preschool education has undergone a number of qualitative changes. A modern preschool curriculum has been created and is constantly being reviewed in line with the needs of society and educational policy objectives.One of the problems of the past decade concerns the high number of pupils with postponed compulsory attendance. This has become a challenge for both teachers and researchers. One of the steps that could help was the enactment of compulsory preschool education in 2017. More attention should therefore be given to systematic preparation of children for starting compulsory education on the basis of individualization in education. However, this requires teachers to use high-quality educational diagnostics in order to ensure children’s development with respect to their capabilities, interests and needs. A team of experts at the Faculty of Education at Palacký University is currently developing and validating an online application as an educational diagnostic instrument that should systematically monitor children’s progress as well as highlight potential problems and eliminate them in time. In the development of the instrument, the team builds on the current trends in preschool education, a number of educational theories and the work of renowned authors (Rogers, Piaget, Bandura, etc.) An interesting and inspiring view of the development and education of preschool children is presented by social constructivism and its main proponent Lev Semyonovich Vygotsky, whose ideas and legacy are outlined in the present study.

Education

This chapter addresses Article XIII of the Oklahoma constitution, which concerns education. Section 1 mandates establishment and maintenance of a public school system but does not guarantee an equal educational opportunity in the sense of equal expenditures of money for each and every pupil in the state. Section 2 states that “the Legislature shall provide for the establishment and support of institutions for the care and education of persons within the state who are deaf, deaf and mute, or blind.” Meanwhile, Section 3—which was entitled “Separate Schools for White and Colored Children”—was repealed on May 3, 1966. Section 4 states that “the Legislature shall provide for the compulsory attendance at some public or other school, unless other means of education are provided.” Section 5 grants power to the State Board of Education to supervise the instruction in public schools. Section 6 provides for the establishment of a uniform system of textbooks to be used in the public schools, making it clear that the books must be free to students.

Transitions from Rural to Urban Schooling

The urbanization of the past two centuries that has affected virtually all sections of the globe has had dramatic and transformative influences on rural communities and their schools. The industrialization of Europe and North America in the nineteenth and early twentieth centuries has been mirrored by rapid changes over the past half-century in the countries of the Global South—Asia, Africa, and Latin America—although many of these more recent dynamics are quite distinct. Whereas standard historical narratives treated the growth of rural school enrollments on all continents as a byproduct of economic development or the result of deliberate state-building and elite imposition, more recent historiography has challenged these traditional views, pointing to evidence that peasants, locals, and indigenous groups often created their own schools or issued demands for education and academic skills well before economic expansion or compulsory attendance laws.

Innovating to build GP trainer capacity in London

BackgroundA new GP trainer programme was developed by Health Education England (HEE) London in recognition of the need to expand GP trainer capacity across London, providing a flexible, non-accredited course within existing resources. An evaluation of its effectiveness was commissioned to assist the future development of primary care training courses.AimThe aim of the new GP trainer programme was to provide GP educators with access to authentic, practical, ‘real world’ experiences of GP training. It was also to build and connect the GP community; in particular, the GP training community. Indeed, the course aimed not only to encourage GPs to become trainers but in a very real sense ensure their preparation for practice.MethodThe programme consisted of five compulsory face-to-face taught days; self-directed learning via online modules, podcasts and reading; compulsory attendance at local GP trainer workshops; and an optional reflective portfolio.ResultsThe rationale behind the development of the programme was that the appropriate education of primary healthcare practitioners is dependent on trainers having a sound understanding of key adult learning principles as well as the necessary practical and professional skills to facilitate effective teaching, learning, and assessment in practice. It purposefully lowered barriers to participation by emphasising and focusing on the practical application of relevant educational theory, and ensuring that assessments of GP trainer’s competence are appropriate and proportionate.ConclusionThis presentation will discuss the processes and decisions involved in developing and designing this programme, as well as the implications of a recent evaluation of its impact.

Educación: La importancia del desarrollo infantil y la educación inicial en un país en el cual no son obligatorios.//Education: The importance of child development and initial education in a country where they are not mandatory.

El desarrollo integral sucede en las personas a lo largo de la vida; potencia sus habilidades y destrezas como resultado de la incidencia que tienen factores ambientales, históricos, sociales y culturales. Entre los 0 y 6 años se conoce como desarrollo infantil integral. La educación inicial, por su parte, es el proceso de enseñanza-aprendizaje que sucede entre los 2 y 5 años de edad. En estas edades se fortalecen y potencian habilidades y destrezas cognitivas, motoras, psicosociales. Durante muchos años se ha pretendido distinguir al desarrollo infantil de la educación inicial, pero son dos procesos relacionados. En Ecuador, estos procesos están contemplados en la legislación nacional; sin embargo, no son considerados por parte del Estado, como de asistencia obligatoria y algunas familias no dimensionan su real importancia. Este artículo pretende mostrar la necesidad de fortalecer las políticas públicas para incrementar la cobertura y acceso a los servicios de educación inicial y desarrollo infantil para forjar la mejora de las condiciones de vida de niñas y niños entre los 0 y 5 años. Para ello se han organizado aspectos teóricos y estadísticos que denotan los avances que se han alcanzado en los últimos 12 años. Finalmente, se establecen una serie de breves conclusiones. AbstractIntegral development occurs in people throughout their lives; it enhances their skills and abilities as a result of the impact of environmental, historical, social and cultural factors. Between the ages of 0 and 6 it is known as integral child development. Initial education, on the other hand, is the teaching-learning process that takes place between 2 and 5 years of age. At these ages, cognitive, motor and psychosocial skills and abilities are strengthened and enhanced. For many years there has been an attempt to distinguish child development from initial education, but these are two related processes. In Ecuador, these processes are contemplated in national legislation; however, they are not considered by the State to be compulsory attendance and some families do not appreciate their real importance. This article aims to show the need to strengthen public policies to increase coverage and access to early education and child development services in order to improve the living conditions of girls and boys between 0 and 5 years of age. To this end, theoretical and statistical aspects have been organized to show the progress made in the last 12 years. Finally, a series of brief conclusions are established.