Analysis of Trends and Management Pattern of Educational Aid in Nepal

This research article, “Analysis of Trends and Management Pattern of Educational Aid in Nepal: An Empirical Analysis” aims to analyze the trends and management pattern of education aid in Nepal. Aid is the essential means to remove the bottleneck of development in Nepal. Since 1952 AD international donors have been supporting education sector reforms in Nepal with individual basis. Aid program Education for All (EFA), (2004-2009 AD) was established with donors and Nepal Government Joint Financing Agreement (JFA) for the school education reform. Then after, EFA (2001-2015) established education aid for the reform of primary education in Nepal. This research used the secondary data from the different sources of information and used the descriptive research design for data analysis. The researchers concluded that the educational aid trend is in increasing way in each year, only effective management will fulfill the target and increase the effectiveness of the educational aid in the context of Nepal.

The Difficult Choices of a Post-Colonial State: Timor-Leste and International Educational Aid

<p>Timor-Leste is still a newly independent country, obtaining full independence in 2002. The new Constitution gives all citizens a right to education, showing how important education is for Timor-Leste. Educational aid has accounted for around 10% of the aid budget (and has been as high as 28%) over the three years from 2011 to 2014. This thesis explores the emerging relationship between Timor-Leste and its two largest aid donors: Australia and Portugal, through the lens of educational aid. Although there are currently some studies on Timor-Leste’s education policy, there is no current study which explores the relationship between donor foreign policy and educational aid. The thesis builds on secondary literature and interviews with important figures in the Timorese government. It argues that donors’ political priorities have had an important impact on shaping education policy in Timor-Leste and that the provision of educational aid can help to highlight Timor-Leste’s position as a highly dependent nation in the world system. Portuguese aid has been strongly driven by Portugal’s attempts to maintain political relationships with its former colonies and promote Portuguese language worldwide. Portuguese funding for Portuguese language education has had an impact on language policy, cementing the position of Portuguese as an official language and promoting a Portuguese-influenced position in Timor-Leste’s foreign policy. Australian aid, meanwhile, has emphasised Tetum and English as appropriate languages and is connected with Australian attempts to minimise Timorese discontent over oil politics in the Timor Gap (or Timor Sea). Coordination between these two different donors with different interests has been weak. Timor-Leste finds itself in a difficult position of dependency whereby it needs foreign aid but cannot trust that aid is being given in a disinterested and functional way.</p>

The Difficult Choices of a Post-Colonial State: Timor-Leste and International Educational Aid

<p>Timor-Leste is still a newly independent country, obtaining full independence in 2002. The new Constitution gives all citizens a right to education, showing how important education is for Timor-Leste. Educational aid has accounted for around 10% of the aid budget (and has been as high as 28%) over the three years from 2011 to 2014. This thesis explores the emerging relationship between Timor-Leste and its two largest aid donors: Australia and Portugal, through the lens of educational aid. Although there are currently some studies on Timor-Leste’s education policy, there is no current study which explores the relationship between donor foreign policy and educational aid. The thesis builds on secondary literature and interviews with important figures in the Timorese government. It argues that donors’ political priorities have had an important impact on shaping education policy in Timor-Leste and that the provision of educational aid can help to highlight Timor-Leste’s position as a highly dependent nation in the world system. Portuguese aid has been strongly driven by Portugal’s attempts to maintain political relationships with its former colonies and promote Portuguese language worldwide. Portuguese funding for Portuguese language education has had an impact on language policy, cementing the position of Portuguese as an official language and promoting a Portuguese-influenced position in Timor-Leste’s foreign policy. Australian aid, meanwhile, has emphasised Tetum and English as appropriate languages and is connected with Australian attempts to minimise Timorese discontent over oil politics in the Timor Gap (or Timor Sea). Coordination between these two different donors with different interests has been weak. Timor-Leste finds itself in a difficult position of dependency whereby it needs foreign aid but cannot trust that aid is being given in a disinterested and functional way.</p>

Higher Education as a Bridge between China and Nepal: Mapping Education as Soft Power in Chinese Foreign Policy

In this globalized world, education has become an important medium to enhance people-to-people contact. The Delores report of the International Commission on Education for the 21st century highlights the enormous potential of higher education to use globalization as a resource for bridging the knowledge gap and enriching cross-cultural dialogue. As a major contributor to soft power and an important field of public diplomacy, international education can have a wealth of advantages, including the ability to generate commercial value, promote a country’s foreign policy goals and interests, and contribute to economic growth and investment. The People’s Republic of China, well-known for being the world’s most populous nation and the global economic powerhouse, prioritizes the internationalization of the country’s higher education system. China is looking to expand its higher education program and carry out its diplomatic project in South Asia. In this sense, the South Asian zone, especially Nepal, is significant for China, where its educational diplomacy is playing as a “bridge between Sino- Nepal relations.” In this review, we describe the place and priority of “Education” in China’s foreign policy; explore China’s mediums of investment in Nepal’s education sector; and highlight the importance of educational aid in Sino-Nepal relations. Chinese educational aid to Nepal takes many forms, where Nepali students and officials engage with Chinese investment to enhance their career prospects and the education system in Nepal.

Workforce safety education and training for oil and gas industry: a conceptual framework for virtual reality-based HAZFO expert 2.0

Purpose Oil and gas industries play a major role for the growth of world economy, and drilling operation is considered as most important and hazardous procedure at the same time for oil and gas drilling crew because of the lack of effectual and user-friendly safety and health teaching and learning aids with updated knowledge and training capability. According to the previous studies, there is an urgent industrial need for user interactive technological aid for enhancing the teaching and learning of oil and gas drilling crew and safety officials at onshore and offshore drilling domains to fulfill the requirements of fourth industrial and educational revolutions. Therefore, this proposed virtual reality (VR)-based Hazard Free Operation (HAZFO Expert 2.0) teaching and learning aid to reduce the workplace risk and hazards to enhance the vestibule and experiential learning performance of oil and gas drilling process at Pakistani drilling industries. Design/methodology/approach In this proposed product based study for interactive teaching and learning application for industry, sequential explanatory research design will be adopted to prevent the accidents according to the modern technologies in this era of IR 4.0. Whereas, for the development of VR-based educational aid for Pakistani oil and gas industries, Autodesk 3ds Max, visual studio and MySQL software’s will be used. Findings This new concept of VR-based interactive educational aid (HAZFO Expert 2.0) for accident prevention at oil and gas drilling industries will be based on potential hazards and their suitable controlling measures for onshore and offshore drilling sites. Practical implications VR-based interactive educational aid for oil and gas workforce will facilitate the health and safety professionals for the elimination of potential hazards associated with oil and gas drilling activities to the next level of identification of hazards which has been identified in HAZFO Expert 1.0 at onshore and offshore drilling sites. Originality/value This proposed VR-based interactive educational aid for safe drilling process will be the first visual teaching and e-learning technology which covers all onshore and offshore drilling operations in Pakistani oil and gas industries and provides effective hazard controlling strategies to overcome challenging industrial hazards.

Developing The Concept Of Multimedia As Educational Aid In Teaching English Language At Elementary Schools

This article discusses developing the concept of multimedia as educational aid in teaching English as a foreign language and the application of electronic educational textbooks at elementary schools.

The effect of surgical preference card on the clinical self-efficacy of operating room students

Background & Aim: A wide range of clinical education of operating room students is done in the operating room. One of the problems in students' clinical education is the lack of appropriate learning tools in the operating room. The use of educational tools that improve students' performance affects students' self-efficacy in the operating room. So, the purpose of this study was to investigate the influence of the surgical preference card as an educational aid tool on the self-efficacy of the operating room students. Methods & Materials: This quasi-experimental study was carried out on 64 operating room students of Isfahan University of Medical Sciences at AL-Zahra Hospital in the year 2018. Participates were selected through convenience sampling and were divided into experimental (n=32) and control (n=32) groups. The students in the intervention group performed surgical care with using the surgical preference card. The data collection tool was a clinical self-efficacy questionnaire. Data were analyzed with SPSS-21 software using the independent-t, paired t-test, and chi-square test. Results: The findings of this study showed that there was no significant difference between the average self-efficacy score of the control group before and after the intervention (p>0.05). while the average self-efficacy score of the experimental group increased significantly after the intervention as compared with before the intervention (p <0.001). Conclusion: The surgical preference card as an educational aid tool improved the students' selfefficacy. Therefore, it is recommended to use this tool for the clinical education of other operating room students.