This document summarizes a research paper investigating institutional policies that contribute to student academic success at a Cambodian university. It begins by providing background on higher education in Cambodia and discusses Astin's theory of how student inputs, environmental factors, and outcomes are linked. It then examines Cambodia's national education strategies and policies, legal frameworks, and institutions that aim to strengthen education quality. These include the Accreditation Committee of Cambodia, Supreme National Council of Education, and the Directorate Department of Higher Education. The document concludes by discussing how Astin's theory can help explain the relationship between institutional policies, environmental factors, and student academic success in Cambodian universities.
This document summarizes a research paper on establishing institutional policies to enhance education quality in Cambodian universities. It provides background on higher education development in Cambodia since the late 1990s. It then discusses Cambodia's national policies and legal frameworks aimed at improving education quality, including the Education Strategic Plan (2006-2013), the Master Plan for Research (2011-2015), and the Education Law (2007). Finally, it outlines three key institutions that support quality enhancement efforts: the Accreditation Committee of Cambodia, the Supreme National Council of Education, and the Directorate Department of Higher Education.
This document discusses national strategies and policies in Cambodia that aim to enhance educational quality in higher education institutions. It provides background on Cambodia's education system and strategies implemented after the civil war, including allowing private universities and tuition-based enrollment. National policies discussed include the Education Strategic Plan 2006-2013, the Master Plan for Research 2011-2015, and legal frameworks like the Law on Education. Key institutions that support quality enhancement are the Accreditation Committee of Cambodia, Supreme National Council of Education, and Directorate Department of Higher Education. The strategies and policies examined aim to improve quality, increase access to education, and meet regional integration goals.
Strategies for enhancing the functionality of business studies in the univers...Alexander Decker
The document discusses strategies for enhancing the functionality of Business Studies in the Universal Basic Education Programme in South South Nigeria. It notes that Business Studies was introduced late in Nigerian secondary schools by colonial masters who feared advancing Nigeria's economic and technological development. The Universal Basic Education Programme aims to address issues of access, quality and equity in primary and junior secondary education. However, many schools lack adequate facilities and teachers for effective implementation of Business Studies. The study recommends increasing student interest in Business Studies, improving facilities, ensuring adequate teaching staff, making Business Studies a core subject, and increasing state government funding access.
The educational system in Pakistan has three main sectors - formal, informal, and religious education. Formal education takes place in schools and universities, informal education occurs outside standard schools, and religious education is provided by madrassas. Pakistan's education system consists of over 270,000 institutions serving over 40 million students and teachers. However, factors like feudalism, gender issues, high fertility rates, and costs of education negatively impact literacy rates in the country. Despite challenges, some Pakistani students have achieved successes like receiving perfect scores on exams and breaking world records.
Pakistan Education System & RecommendationS.M.Ali Raza
Analysis Federal & Provincial Education budgets & their targets & Recommendation
It was my 2nd project as a student of BSc(hons)
Prepared by me: S.M.Ali Raza Naqvi
Pakistan and malaysia education systemsobia sultan
The document compares the educational systems of Pakistan and Malaysia. It provides background information on each country and outlines their objectives, curriculum, teaching methodologies, administration/finances, language policies, teacher education, and educational structures. Key factors that influence education are also discussed, including geography, economy, race, society, and religion. Overall, the document comprehensively examines and contrasts several aspects of the primary, secondary, and higher education systems between Pakistan and Malaysia.
The Education Sector Reform 2003 document outlines Pakistan's plan to reform its education system in 9 major areas: 1) Universal Primary Education, 2) Adult Literacy, 3) Vocationalization of Secondary Education, 4) Revamping Science Education, 5) Promoting Technical Education, 6) Quality Assurance, 7) Mainstreaming Madrasahs, 8) Public-Private Partnerships, and 9) Higher Education. For each area, the document identifies targets and an action plan to achieve reforms like improving infrastructure, developing new curricula, increasing access to education, and encouraging private sector involvement. The overall goal of the reforms is to develop Pakistan's human capital and meet education goals like Education for All.
Birla Ambani Report on Privatisation of Higher EducationDr. Harpal Kaur
The document discusses several reports related to the privatization and reform of higher education in India:
- The Punnayya Committee of 1992 recommended that universities generate 15-25% of their expenditures internally through student fees and other sources.
- The Birla-Ambani Report of 2000 proposed increasing university fees, allowing private and foreign universities, exempting education donations from taxes, and banning political activities on campuses. However, critics argue this could commercialize education and restrict access for weaker sections of society.
- Other reports discussed include the AICTE report on technical education resources and the National Commission on Farmers' final report on sustainable agriculture.
This document summarizes a research paper on establishing institutional policies to enhance education quality in Cambodian universities. It provides background on higher education development in Cambodia since the late 1990s. It then discusses Cambodia's national policies and legal frameworks aimed at improving education quality, including the Education Strategic Plan (2006-2013), the Master Plan for Research (2011-2015), and the Education Law (2007). Finally, it outlines three key institutions that support quality enhancement efforts: the Accreditation Committee of Cambodia, the Supreme National Council of Education, and the Directorate Department of Higher Education.
This document discusses national strategies and policies in Cambodia that aim to enhance educational quality in higher education institutions. It provides background on Cambodia's education system and strategies implemented after the civil war, including allowing private universities and tuition-based enrollment. National policies discussed include the Education Strategic Plan 2006-2013, the Master Plan for Research 2011-2015, and legal frameworks like the Law on Education. Key institutions that support quality enhancement are the Accreditation Committee of Cambodia, Supreme National Council of Education, and Directorate Department of Higher Education. The strategies and policies examined aim to improve quality, increase access to education, and meet regional integration goals.
Strategies for enhancing the functionality of business studies in the univers...Alexander Decker
The document discusses strategies for enhancing the functionality of Business Studies in the Universal Basic Education Programme in South South Nigeria. It notes that Business Studies was introduced late in Nigerian secondary schools by colonial masters who feared advancing Nigeria's economic and technological development. The Universal Basic Education Programme aims to address issues of access, quality and equity in primary and junior secondary education. However, many schools lack adequate facilities and teachers for effective implementation of Business Studies. The study recommends increasing student interest in Business Studies, improving facilities, ensuring adequate teaching staff, making Business Studies a core subject, and increasing state government funding access.
The educational system in Pakistan has three main sectors - formal, informal, and religious education. Formal education takes place in schools and universities, informal education occurs outside standard schools, and religious education is provided by madrassas. Pakistan's education system consists of over 270,000 institutions serving over 40 million students and teachers. However, factors like feudalism, gender issues, high fertility rates, and costs of education negatively impact literacy rates in the country. Despite challenges, some Pakistani students have achieved successes like receiving perfect scores on exams and breaking world records.
Pakistan Education System & RecommendationS.M.Ali Raza
Analysis Federal & Provincial Education budgets & their targets & Recommendation
It was my 2nd project as a student of BSc(hons)
Prepared by me: S.M.Ali Raza Naqvi
Pakistan and malaysia education systemsobia sultan
The document compares the educational systems of Pakistan and Malaysia. It provides background information on each country and outlines their objectives, curriculum, teaching methodologies, administration/finances, language policies, teacher education, and educational structures. Key factors that influence education are also discussed, including geography, economy, race, society, and religion. Overall, the document comprehensively examines and contrasts several aspects of the primary, secondary, and higher education systems between Pakistan and Malaysia.
The Education Sector Reform 2003 document outlines Pakistan's plan to reform its education system in 9 major areas: 1) Universal Primary Education, 2) Adult Literacy, 3) Vocationalization of Secondary Education, 4) Revamping Science Education, 5) Promoting Technical Education, 6) Quality Assurance, 7) Mainstreaming Madrasahs, 8) Public-Private Partnerships, and 9) Higher Education. For each area, the document identifies targets and an action plan to achieve reforms like improving infrastructure, developing new curricula, increasing access to education, and encouraging private sector involvement. The overall goal of the reforms is to develop Pakistan's human capital and meet education goals like Education for All.
Birla Ambani Report on Privatisation of Higher EducationDr. Harpal Kaur
The document discusses several reports related to the privatization and reform of higher education in India:
- The Punnayya Committee of 1992 recommended that universities generate 15-25% of their expenditures internally through student fees and other sources.
- The Birla-Ambani Report of 2000 proposed increasing university fees, allowing private and foreign universities, exempting education donations from taxes, and banning political activities on campuses. However, critics argue this could commercialize education and restrict access for weaker sections of society.
- Other reports discussed include the AICTE report on technical education resources and the National Commission on Farmers' final report on sustainable agriculture.
Secondary education on a global scale finalMakha U
The testing hypotheses for Business analysis course using Tableau Software. That part is a proposal, the implementation is to follow.
There is animation which can be seen in the view mode (F5).
It is more interesting to see it moving... Enjoy :)
I am not sure if it can be downloaded in PPT format. If you need you can ask to send it in PPT...
The document discusses the future of learning in Pakistan. It begins by defining education and outlining Pakistan's constitutional mandate to provide free and compulsory secondary education. It then analyzes Pakistan's current education scenario, including literacy rates that show 55% of Pakistanis are literate overall but rates are lower for women and some provinces. Institutional data is also presented on the number of schools by level and medium of instruction. Challenges facing Pakistan's education system and the National Education Action Plan to address these are also outlined, with goals like universal primary/secondary education and increasing education spending to 7% of GDP. Future action plans proposed include free education through matriculation, improved teaching quality and access particularly for girls.
National Education Policy-2017 (Pakistan)Ahmed Bilal
The document outlines Pakistan's National Education Policy for 2017-2025. It discusses key points of the policy including goals to promote character building, meet learning needs, and enhance access to quality education. It also covers the policy's focus on early childhood education, primary education, literacy programs, secondary education, teacher education, vocational education, higher education, and integrating information technology. The document provides details on the current issues, objectives, and implementation strategies for each area.
The document summarizes different education policies of Pakistan from 1947 to present. Some key points:
- The first National Education Conference was held in 1947 in Karachi and emphasized free and compulsory primary education, science/technical education, and Islamic values.
- Subsequent policies in 1959, 1970, 1972 focused on expanding education access, prioritizing science/technical fields, character building, and nationalizing private institutions.
- Later policies in 1979, 1992, 1998, 2009 continued to promote Islamic ideology and values, universal primary education, improving quality, and diversifying curriculum.
- The 2005-2010 Education Sector Reforms aimed to achieve free primary education for all, improve quality at all levels,
EDUCATIONAL POLICY OF PAKISTAN (1998 – 2010)Aqil Jogi
The National Education Policy 1998-2010 had several goals:
1. To align education with the teachings of Islam and train students as practicing Muslims.
2. To increase literacy rates to 55% within 5 years and 70% by 2010.
3. To enroll 90% of children aged 5-9 in elementary school by 2002-2003 and improve education quality.
4. To increase secondary school participation from 31% to 48% by 2002-2003 through new programs and textbooks.
Educational Reforms in Pakistan, Educational Policy 2017, and Vision 2025HennaAnsari
The document summarizes Pakistan's national education policies and reforms from 2002-2025. It discusses the mission, vision and objectives of Education Sector Reforms launched in 2002 to address challenges in education. It then outlines the goals and focus areas of the National Education Policy 2017-2025 and Vision 2025, which aim to improve access, quality, governance and financing of education at all levels to develop an educated, skilled population and knowledge-based society. The policies emphasize improving early childhood education, literacy, technical/vocational training, teacher training, curriculum reforms, research and use of technology in education.
Review of education policy in uganda (revised)Ojijo P
This paper looks at the content of Uganda government education policy and critiques the extent to which it has enabled the learner to acquire skills and value systems necessary to create solutions for present and future problems, and ultimately, live happy lives. The paper analyses the full scope of education sector, starting from pre-primary and primary, through secondary, university, vocational and professional education, to job training and adult education policies.
The document summarizes key aspects of Pakistan's education policies from 1978 and 1992. The 1978 policy focused on Islamization of education and promoting Islamic ideology. It made Islamiat compulsory and revised curriculum to align with Islamic principles. The 1992 policy aimed to improve access, quality, and management of education. It sought to expand primary education, improve teacher training, and reform curriculum and evaluation. Both policies emphasized developing education in accordance with Islamic values and principles.
A perspective of the challenges facing (basic school) teacher training, recru...anisahtahir
- The document discusses challenges facing basic school teacher training, recruitment, and quality in Zambia. It notes that while Zambia introduced reforms like the Zambia Teacher Education Course to increase teachers, issues around coordination of programs, lack of demonstration schools during training, and recruitment processes have compromised quality. The challenges include an outdated education law from 1966, uncoordinated teacher training programs between different institutions, and issues with the fast-track Zambia Teacher Education Course eliminating demonstration schools and partnership between colleges and schools.
The document discusses the problems with Pakistan's education system. It notes that Pakistan has failed to properly educate its citizens, with only 25% of the workforce being literate. The education system suffers from political interference, corruption, lack of accountability, and absence of learning standards. This has led to a crisis in education quality. Problems include an authoritarian teaching style, rote memorization, cheating on exams, and an impoverished academic research environment. Real reform is needed to improve education quality by stopping practices that don't work, such as rewarding meaningless research, and instead focusing on teacher competency, subject understanding, and discipline-specific research.
The document outlines the goals, objectives, and key policy areas of Pakistan's 2017 education policy. The three main goals are character building based on Islamic values, promoting Pakistani nationhood and integration, and expanding access to education. Some key objectives include achieving universal primary education, improving early childhood education, advancing science and technical education, and improving the quality and efficiency of the education system. The policy focuses on several areas including early childhood development, expanding primary, elementary, and secondary education, technical and vocational training, curriculum reforms, and promoting interfaith harmony.
The 18th amendment to Pakistan's constitution decentralized control over education from the federal to provincial governments. This has both benefits and challenges. It allows provinces more autonomy to develop curricula tailored to local needs but risks a lack of national standards. Coordination between provinces is now important to maintain consistency while respecting regional differences. Overall, the impact of 18th amendment on education remains an ongoing discussion around balancing provincial autonomy with national cohesion.
The document summarizes and analyzes Bangladesh's National Education Policy of 2010. It begins with an overview of the policy's goals of establishing a universal, compulsory and mass-oriented education system. It then outlines the policy's provisions for different levels of education, from pre-primary to higher education. The analysis identifies strengths like emphasizing women's education but also loopholes such as lack of accountability. It evaluates the policy's implementation and provides recommendations like prioritizing quality over quantity and reforming the quota system.
The document discusses the implementation of the Right to Education Act in India. It provides context on the constitutional amendments and legislation that established education as a fundamental right for children ages 6-14. It outlines the key provisions of the RTE Act related to free and compulsory elementary education, 25% reservation in private schools for disadvantaged students, and establishment of regulatory bodies. It also summarizes progress made since the Act came into force, including an increase in schools and teachers. Finally, it emphasizes the importance of inter-sectoral collaboration between government departments and the role of civil society to fully achieve the goals of universal elementary education.
The document discusses Pakistan's National Education Policy from 1998-2010. It focuses on three main objectives: elementary education, adult literacy, and early childhood education. For elementary education, the policy aims to improve access, build character development, enhance teacher training, introduce early grades, and increase involvement of families, communities and NGOs. It also seeks to promote gender equality and enroll out-of-school children. For adult literacy, the policy introduces adult education programs and aims to achieve universal primary education and double literacy rates. Specific goals for universal primary education include ensuring all children complete primary school and eliminating gender disparities by 2005.
The National Education Policy 2009 outlines several aims for Pakistan's education system, including achieving education goals, promoting national unity, improving quality, and increasing access to education for all citizens. It discusses reforms in several areas, such as early childhood education, elementary education, literacy programs, teacher training, curriculum, and expanding technical and vocational education. The policy aims to shift education from a supply-driven to demand-driven model and reduce disparities in educational opportunities across Pakistan.
An appraisal of the philosophy of nigerian education for sustainable liveliho...Alexander Decker
This document summarizes a study that assessed the philosophy of Nigerian education and its ability to support sustainable livelihoods from 2008-2012. Key findings include:
1) University teachers perceived that the contemporary socio-economic trends of Nigeria's education philosophy have not accelerated sustainable livelihoods, as reflected by their negative responses to survey questions.
2) Statistical analysis confirmed the philosophy of Nigerian education for sustainable livelihood is not significantly high, as the mean score for objectives was lower than the hypothesized mean.
3) A comparison of Nigeria to Malaysia and South Africa on basic needs provision like literacy, water access, and life expectancy showed Nigeria ranking last, indicating its philosophy has less impact on livelihoods.
Current trends and issues of education in indiaSuchismitaGiri2
This document provides an overview of trends in education in India since independence. It discusses the expansion of general education including pre-primary, primary, secondary, technical, professional, adult, women's, vocational, online/distance, and non-formal education. It also outlines the key policies and issues, including the National Education Policies of 1968 and 1986, which aimed to provide universal education up to age 14 and improve quality. Major programs discussed include DPEP, SSA, RMSA, and schemes for girls' education, inclusive education, and adult literacy.
The document summarizes higher education in the semi-autonomous state of Puntland, Somalia. It discusses the history and background of higher education in Somalia and Puntland. It notes that higher education opportunities were previously clustered around the capital of Mogadishu. It then provides details on the current state of higher education in Puntland, including the number of universities, students enrolled, and gender disparities. It analyzes weaknesses in the system and outlines the government's policy objectives, framework, and vision to improve access, quality, and relevance of higher education through strategies like increasing funding and establishing a regulatory body.
Dr. Waseem Anwar discusses education in Pakistan. He defines education as the process of becoming an educated person by gaining access to optimal states of mind. The Constitution of Pakistan mandates providing free and compulsory secondary education. The current education scenario in Pakistan shows literacy rates around 55% with disparities between provinces. Challenges include weak governance, poor teacher quality, and low funding. The National Education Plan aims to address these through universal primary/secondary education, improving standards, increasing funding to 7% of GDP, and strengthening governance.
The document provides an overview of a measurement and analysis process with the following key points:
1. The purpose is to develop and sustain a measurement capability to support management's information needs through planning, implementing, and executing measurement plans.
2. Business goals and key performance indicators are established and then flowed down to programs and functions to measure performance and progress.
3. Metrics are reviewed and reported at various levels from projects to functions to business areas to senior management to understand performance and identify areas for improvement.
Las losas de concreto armado con refuerzo unidireccional son placas planas de concreto reforzadas con barras de acero en una sola dirección para soportar cargas. Este tipo de diseño estructural utiliza barras de acero colocadas cerca de la superficie inferior de la losa para resistir las fuerzas de tracción, mientras que el concreto soporta las fuerzas de compresión.
Secondary education on a global scale finalMakha U
The testing hypotheses for Business analysis course using Tableau Software. That part is a proposal, the implementation is to follow.
There is animation which can be seen in the view mode (F5).
It is more interesting to see it moving... Enjoy :)
I am not sure if it can be downloaded in PPT format. If you need you can ask to send it in PPT...
The document discusses the future of learning in Pakistan. It begins by defining education and outlining Pakistan's constitutional mandate to provide free and compulsory secondary education. It then analyzes Pakistan's current education scenario, including literacy rates that show 55% of Pakistanis are literate overall but rates are lower for women and some provinces. Institutional data is also presented on the number of schools by level and medium of instruction. Challenges facing Pakistan's education system and the National Education Action Plan to address these are also outlined, with goals like universal primary/secondary education and increasing education spending to 7% of GDP. Future action plans proposed include free education through matriculation, improved teaching quality and access particularly for girls.
National Education Policy-2017 (Pakistan)Ahmed Bilal
The document outlines Pakistan's National Education Policy for 2017-2025. It discusses key points of the policy including goals to promote character building, meet learning needs, and enhance access to quality education. It also covers the policy's focus on early childhood education, primary education, literacy programs, secondary education, teacher education, vocational education, higher education, and integrating information technology. The document provides details on the current issues, objectives, and implementation strategies for each area.
The document summarizes different education policies of Pakistan from 1947 to present. Some key points:
- The first National Education Conference was held in 1947 in Karachi and emphasized free and compulsory primary education, science/technical education, and Islamic values.
- Subsequent policies in 1959, 1970, 1972 focused on expanding education access, prioritizing science/technical fields, character building, and nationalizing private institutions.
- Later policies in 1979, 1992, 1998, 2009 continued to promote Islamic ideology and values, universal primary education, improving quality, and diversifying curriculum.
- The 2005-2010 Education Sector Reforms aimed to achieve free primary education for all, improve quality at all levels,
EDUCATIONAL POLICY OF PAKISTAN (1998 – 2010)Aqil Jogi
The National Education Policy 1998-2010 had several goals:
1. To align education with the teachings of Islam and train students as practicing Muslims.
2. To increase literacy rates to 55% within 5 years and 70% by 2010.
3. To enroll 90% of children aged 5-9 in elementary school by 2002-2003 and improve education quality.
4. To increase secondary school participation from 31% to 48% by 2002-2003 through new programs and textbooks.
Educational Reforms in Pakistan, Educational Policy 2017, and Vision 2025HennaAnsari
The document summarizes Pakistan's national education policies and reforms from 2002-2025. It discusses the mission, vision and objectives of Education Sector Reforms launched in 2002 to address challenges in education. It then outlines the goals and focus areas of the National Education Policy 2017-2025 and Vision 2025, which aim to improve access, quality, governance and financing of education at all levels to develop an educated, skilled population and knowledge-based society. The policies emphasize improving early childhood education, literacy, technical/vocational training, teacher training, curriculum reforms, research and use of technology in education.
Review of education policy in uganda (revised)Ojijo P
This paper looks at the content of Uganda government education policy and critiques the extent to which it has enabled the learner to acquire skills and value systems necessary to create solutions for present and future problems, and ultimately, live happy lives. The paper analyses the full scope of education sector, starting from pre-primary and primary, through secondary, university, vocational and professional education, to job training and adult education policies.
The document summarizes key aspects of Pakistan's education policies from 1978 and 1992. The 1978 policy focused on Islamization of education and promoting Islamic ideology. It made Islamiat compulsory and revised curriculum to align with Islamic principles. The 1992 policy aimed to improve access, quality, and management of education. It sought to expand primary education, improve teacher training, and reform curriculum and evaluation. Both policies emphasized developing education in accordance with Islamic values and principles.
A perspective of the challenges facing (basic school) teacher training, recru...anisahtahir
- The document discusses challenges facing basic school teacher training, recruitment, and quality in Zambia. It notes that while Zambia introduced reforms like the Zambia Teacher Education Course to increase teachers, issues around coordination of programs, lack of demonstration schools during training, and recruitment processes have compromised quality. The challenges include an outdated education law from 1966, uncoordinated teacher training programs between different institutions, and issues with the fast-track Zambia Teacher Education Course eliminating demonstration schools and partnership between colleges and schools.
The document discusses the problems with Pakistan's education system. It notes that Pakistan has failed to properly educate its citizens, with only 25% of the workforce being literate. The education system suffers from political interference, corruption, lack of accountability, and absence of learning standards. This has led to a crisis in education quality. Problems include an authoritarian teaching style, rote memorization, cheating on exams, and an impoverished academic research environment. Real reform is needed to improve education quality by stopping practices that don't work, such as rewarding meaningless research, and instead focusing on teacher competency, subject understanding, and discipline-specific research.
The document outlines the goals, objectives, and key policy areas of Pakistan's 2017 education policy. The three main goals are character building based on Islamic values, promoting Pakistani nationhood and integration, and expanding access to education. Some key objectives include achieving universal primary education, improving early childhood education, advancing science and technical education, and improving the quality and efficiency of the education system. The policy focuses on several areas including early childhood development, expanding primary, elementary, and secondary education, technical and vocational training, curriculum reforms, and promoting interfaith harmony.
The 18th amendment to Pakistan's constitution decentralized control over education from the federal to provincial governments. This has both benefits and challenges. It allows provinces more autonomy to develop curricula tailored to local needs but risks a lack of national standards. Coordination between provinces is now important to maintain consistency while respecting regional differences. Overall, the impact of 18th amendment on education remains an ongoing discussion around balancing provincial autonomy with national cohesion.
The document summarizes and analyzes Bangladesh's National Education Policy of 2010. It begins with an overview of the policy's goals of establishing a universal, compulsory and mass-oriented education system. It then outlines the policy's provisions for different levels of education, from pre-primary to higher education. The analysis identifies strengths like emphasizing women's education but also loopholes such as lack of accountability. It evaluates the policy's implementation and provides recommendations like prioritizing quality over quantity and reforming the quota system.
The document discusses the implementation of the Right to Education Act in India. It provides context on the constitutional amendments and legislation that established education as a fundamental right for children ages 6-14. It outlines the key provisions of the RTE Act related to free and compulsory elementary education, 25% reservation in private schools for disadvantaged students, and establishment of regulatory bodies. It also summarizes progress made since the Act came into force, including an increase in schools and teachers. Finally, it emphasizes the importance of inter-sectoral collaboration between government departments and the role of civil society to fully achieve the goals of universal elementary education.
The document discusses Pakistan's National Education Policy from 1998-2010. It focuses on three main objectives: elementary education, adult literacy, and early childhood education. For elementary education, the policy aims to improve access, build character development, enhance teacher training, introduce early grades, and increase involvement of families, communities and NGOs. It also seeks to promote gender equality and enroll out-of-school children. For adult literacy, the policy introduces adult education programs and aims to achieve universal primary education and double literacy rates. Specific goals for universal primary education include ensuring all children complete primary school and eliminating gender disparities by 2005.
The National Education Policy 2009 outlines several aims for Pakistan's education system, including achieving education goals, promoting national unity, improving quality, and increasing access to education for all citizens. It discusses reforms in several areas, such as early childhood education, elementary education, literacy programs, teacher training, curriculum, and expanding technical and vocational education. The policy aims to shift education from a supply-driven to demand-driven model and reduce disparities in educational opportunities across Pakistan.
An appraisal of the philosophy of nigerian education for sustainable liveliho...Alexander Decker
This document summarizes a study that assessed the philosophy of Nigerian education and its ability to support sustainable livelihoods from 2008-2012. Key findings include:
1) University teachers perceived that the contemporary socio-economic trends of Nigeria's education philosophy have not accelerated sustainable livelihoods, as reflected by their negative responses to survey questions.
2) Statistical analysis confirmed the philosophy of Nigerian education for sustainable livelihood is not significantly high, as the mean score for objectives was lower than the hypothesized mean.
3) A comparison of Nigeria to Malaysia and South Africa on basic needs provision like literacy, water access, and life expectancy showed Nigeria ranking last, indicating its philosophy has less impact on livelihoods.
Current trends and issues of education in indiaSuchismitaGiri2
This document provides an overview of trends in education in India since independence. It discusses the expansion of general education including pre-primary, primary, secondary, technical, professional, adult, women's, vocational, online/distance, and non-formal education. It also outlines the key policies and issues, including the National Education Policies of 1968 and 1986, which aimed to provide universal education up to age 14 and improve quality. Major programs discussed include DPEP, SSA, RMSA, and schemes for girls' education, inclusive education, and adult literacy.
The document summarizes higher education in the semi-autonomous state of Puntland, Somalia. It discusses the history and background of higher education in Somalia and Puntland. It notes that higher education opportunities were previously clustered around the capital of Mogadishu. It then provides details on the current state of higher education in Puntland, including the number of universities, students enrolled, and gender disparities. It analyzes weaknesses in the system and outlines the government's policy objectives, framework, and vision to improve access, quality, and relevance of higher education through strategies like increasing funding and establishing a regulatory body.
Dr. Waseem Anwar discusses education in Pakistan. He defines education as the process of becoming an educated person by gaining access to optimal states of mind. The Constitution of Pakistan mandates providing free and compulsory secondary education. The current education scenario in Pakistan shows literacy rates around 55% with disparities between provinces. Challenges include weak governance, poor teacher quality, and low funding. The National Education Plan aims to address these through universal primary/secondary education, improving standards, increasing funding to 7% of GDP, and strengthening governance.
The document provides an overview of a measurement and analysis process with the following key points:
1. The purpose is to develop and sustain a measurement capability to support management's information needs through planning, implementing, and executing measurement plans.
2. Business goals and key performance indicators are established and then flowed down to programs and functions to measure performance and progress.
3. Metrics are reviewed and reported at various levels from projects to functions to business areas to senior management to understand performance and identify areas for improvement.
Las losas de concreto armado con refuerzo unidireccional son placas planas de concreto reforzadas con barras de acero en una sola dirección para soportar cargas. Este tipo de diseño estructural utiliza barras de acero colocadas cerca de la superficie inferior de la losa para resistir las fuerzas de tracción, mientras que el concreto soporta las fuerzas de compresión.
This document is the third edition of the Joint Program Management Handbook published by the Defense Acquisition University Press. It provides guidance for experienced acquisition professionals managing joint acquisition programs. The handbook highlights key aspects of joint program management including management arrangements, important issues to consider, policy and oversight implications, determining joint capability needs, and an overview of interagency program management.
This document discusses factors that cause students in Laos to have low English language proficiency. It identifies several key factors based on a study of English students at the National University of Laos, including that English teachers are not well-trained and use the Lao language in class, students lack an English language background and confidence in using English, the curriculum is inappropriate, and students are not well-motivated or encouraged in their learning. Additional factors discussed are lack of English exposure outside of class, large class sizes, and insufficient family and community support for English learning. The document provides context on the role and history of English language education in Laos.
This document discusses conceptualizing institutional policies to promote students' academic success in Cambodian universities. It begins by providing context on Cambodian higher education and issues impacting students' academic performance. It then reviews theories by Astin and Tinto that link institutional experiences and academic success. Based on these theories, the document proposes ten variables that may influence how institutional policies impact academic success in Cambodia. Finally, it designs a conceptual model to illustrate the relationships between student characteristics, academic environment, policies, and academic success within the Cambodian education system.
National strategies and policies for promoting educational quality in Cambodi...Sam Rany
This document discusses national strategies and policies in Cambodia that aim to enhance educational quality in higher education institutions. It provides background on Cambodia's education system and strategies implemented after the civil war, including allowing private universities and tuition-paying students. National policies discussed include the Education Strategic Plan 2006-2013, the Master Plan for Research 2011-2015, and legal frameworks like the Law on Education. It also examines the roles of institutions like the Accreditation Committee of Cambodia, Supreme National Council of Education, and Directorate Department of Higher Education in strengthening quality and implementing policies.
Investigating the institutional policies that contribute toward the students’...Sam Rany
The purpose of the study is to investigate the institutional policies that contributed to the enhancement of students’ academic success and educational quality in a Cambodian university. In a context of knowledge-based economy, higher education plays an important role to develop the citizen physically, mentally, and spiritually as well as to enhance the economic, social, political and cultural values of the nation. In the aftermath of the civil war in 1998, the Royal Government of Cambodia has strived to restore its education system in order to be integrated into the Association of South East Asian Nations (ASEAN) Community by 2015 through adopting various strategies and policies to advance educational quality for Cambodia students’ academic success. This paper will investigate and discuss the status of institutional policies that can facilitate in reforming the educational system in Cambodian tertiary education. Astin’s theory (1984, 1993, 1999) is adopted to link the idea of institutional policies and Cambodian student’s academic success; the documents and data of governmental ministries, development partners, and higher education institutions will be employed in the study of such policies.
Conceptualizing institutional policies for students’ academic success in camb...Sam Rany
The document discusses conceptualizing institutional policies that can promote students' academic success in Cambodian universities. It analyzes theories by Astin and Tinto regarding factors that influence student outcomes. The document proposes a conceptual model incorporating 10 variables as predictors: demographic factors, prior schooling, English proficiency, goal commitment, institutional commitment, academic integration, social integration, curricular involvement, faculty interaction, and peer group interaction. These variables are linked to student input, environment, and outcomes based on the theories. The model aims to guide research on institutional policies supporting Cambodian students' academic achievement and retention.
Establishment of institutional policies for enhancing education quality in ca...Sam Rany
This document summarizes a research article about establishing institutional policies to enhance education quality in Cambodian universities. It discusses Cambodia's national policies and legal frameworks supporting tertiary education, as well as institutions involved in quality assurance. Key points include:
1) Cambodia has implemented numerous strategies and policies since 1998 to promote higher education quality and integrate into ASEAN.
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3. investigating the institutional policies that contribute toward the students’ academic success in a cambodian university
1. International Journal of Humanities and Social Science Vol. 3 No. 1; January 2013
113
Investigating the Institutional Policies That Contribute Toward The Students’
Academic Success In A Cambodian University
Sam Rany
School of Educational Studies
Universiti Sains Malaysia
11800, Penang, Malaysia
Thongma Souriyavongsa
School of Educational Studies
Universiti Sains Malaysia
11800, Penang, Malaysia
Ahmad Nurulazam Md Zain
School of Educational Studies
Universiti Sains Malaysia
11800, Penang, Malaysia
Hazri Jamil
School of Educational Studies
Universiti Sains Malaysia
11800, Penang, Malaysia
Abstract
The purpose of the study is to investigate the institutional policies that contributed to the enhancement of
students’ academic success and educational quality in a Cambodian university. In a context of knowledge-based
economy, higher education plays an important role to develop the citizen physically, mentally, and spiritually as
well as to enhance the economic, social, political and cultural values of the nation. In the aftermath of the civil
war in 1998, the Royal Government of Cambodia has strived to restore its education system in order to be
integrated into the Association of South East Asian Nations (ASEAN) Community by 2015 through adopting
various strategies and policies to advance educational quality for Cambodia students’ academic success. This
paper will investigate and discuss the status of institutional policies that can facilitate in reforming the
educational system in Cambodian tertiary education. Astin’s theory (1984, 1993, 1999) is adopted to link the idea
of institutional policies and Cambodian student’s academic success; the documents and data of governmental
ministries, development partners, and higher education institutions will be employed in the study of such policies.
Keywords: Higher education, Institutional policies, Educational quality, Academic success, Support services,
Cambodian university
1. Introduction
Geographically, Kingdom of Cambodia is located in the southern portion of Indochina Peninsula in Southeast
Asia with a total landmass of 181,035 square kilometers and bordered by Thailand to the northwest, Laos to the
northeast, Vietnam to the east, and the Gulf of Thailand to the southwest. Cambodia is one of the poorest nations
in the world with a population of over 14.8 million people and annual gross domestic product (GDP) of 802 USD
per capita. Approximately 55% of population lives in agriculture, and 35% of the population in 2010 lives in
poverty (WB, 2011). In the same vein, a study carried out by Jin (2011) found that low educational quality which
is one of the key factors leading to unemployment and poverty in Cambodia.
3. International Journal of Humanities and Social Science Vol. 3 No. 1; January 2013
115
The state shall respect physical education and sports for the welfare of all Khmer citizens. In addition, the state
shall establish a comprehensive and standardized educational system through the country that shall guarantee the
principles of educational freedom and quality to ensure that all citizens have equal opportunity to earn a living
(RGC, 1999)”.
Second, based on the government strategy in rectangle 4 stated that “the Royal Government will continue to
strengthen its partnerships with the private sector and the national and international community to enhance and
improve the quality of education services, both in vocational and technical training and in higher education,
consistent with international standards and the development needs of the nation (Sen, 2004)”. This section will
highlight national policies, legal framework and regulations, institutions that are linked with institutional policies
for students’ academic success.
3. 1 National strategy on education
3.1. 1 Educational Strategic Plan 2006-2013 (Education for All)
There are two stages of implantation of the Education Strategic Plan from 2006 to 2013. The first stage is the
Education Strategic Plan (ESP) 2006–2009, which includes the main purposes for the success of the plan. In order
to achieve the goals, the government has introduced the policies in this strategic plan including increased access
and equity of enrollment opportunity to realize the Royal Government of Cambodia’s pro-poor policy (MoEYS,
2010 ).
The second stage is the Education Strategic Plan (ESP) 2009–2013, which is established to ensure the linkages
between education policies and strategies within the frameworks of development and action programs. In this
stage, the Ministry of Education continues to provide the highest priority for equitable access to quality education,
in particular, to basic education in order to attain goals of the National Education for All (EFA) Plan by 2015.
Furthermore, it gives greater chances to expanding early childhood education, non-formal education, technical
and vocational training and opportunities to access secondary education and post-secondary education by
establishing good relationship with development partners, private sectors, non-governmental organizations,
communities and parents.
3.1.2 The Master plan for research in the education sector 2011-2015
The Master Plan for Research in the Education sector which supports the seven strategies of the Policy on
Research Development in the Education Sector was approved by the Ministerial Meeting on March 14, 2011, and
is guaranteed in articles 18 and 28 of the Cambodian Education Law. This master plan has been technically and
financially supported by the World Bank’s Higher Education Quality and Capacity Improvement Project
(HEQCIP), and has mainly demonstrated on three significant purposes to increase the number of articles
published by Cambodian academicians in national and international academic journals (RGC, 2011). The Master
Plan also describes strategies and training programs that will facilitate research development in higher education
and enhance the research capacity of academic staff and institutions.
3.2 Legal frameworks and regulations
Many laws and regulations have been adopted by Cambodia's parliament and government to support educational
policies for facilitating the academic functioning of institutions, to improve tertiary educational quality, and to
strengthen quality assurance. These legal frameworks comprised of the Sub-Decree on Creating and
Administering of Higher and Technical Education Institutions of 1992, the Royal Code on promulgating the Law
on the Establishment of the Ministry of Education, Youth and Sports in 1996, and the Sub-Decree on Criteria of
University in 2002. Other regulations are passed by the various legislative and executive institutions such as the
Royal Decree on the Accreditation of Higher Education in 2003, the Resolution on the Credit Exchange System
and the Implementation of Curricula in the Credit System and Credit Transfer in 2004, the Royal Degree on
Promulgating the Law on Education in 2007, and the Sub Degree on PhD Training Program in 2010. Besides
providing legal frameworks, some institutions actively participate in enhancing the educational quality of the
current Cambodian educational system. Therefore, this paper will investigate educational institutions that support
the enhancement of educational quality in Cambodia.
5. International Journal of Humanities and Social Science Vol. 3 No. 1; January 2013
117
As mentioned by this theory, input was referred to personal characteristics of the student at the time before
enrolling in the institution (Astin, 1993). The highlighted characteristics of input may be family background,
marital status, age, gender, race, parental education, housing, academic self-concept, social experiences,
achievement expectancies, and past experiences. Environment in this context is defined as institutional policies on
academic resources to facilitate the learning atmosphere of the student including various programs, policies,
faculties, peers and educational experiences (Astin, 1993, p. 7). The outcome is identified as the students’
resultant characteristics such as knowledge, skills, critical thinking, attitudes, values, beliefs, and behavior after
involving in the academic environment and the student’s level of academic success (Astin, 1993, 1999).
This study has adopted this model because it focuses on the institutional environment that comprises of academic
and non academic support services which are currently provided by Cambodia's higher learning institutions.
Astin suggested that factors which significantly contribute to students’ persistence demonstrate the extent of their
involvement in college, particularly with their friends, administrators, faculty members, and institutional
programs that are offered to them. He also defines “student involvement" as "the amount of physical and
psychological energy that a student devotes to the academic experience” (Astin, 1984 ). Students, who are highly
involved in their academic activities, try their best efforts to study, spend much time on campus, participate
actively in student associations or organizations, and interact regularly with their friends, administrators, and
faculty members. In order to facilitate student engagement, institutions must design more effective learning
environment policies that support student involvement, and provide support services for students to be involved
in. In short, Astin’s theory suggests that academic success is related to various academic and non academic
support services that are provided in Cambodian Higher Education Institutions.
5. Institutional policies for students’ academic success in the campus environments
As stated earlier, the Cambodian government has actively taken the lead on institutional policies through
providing financial support or allocations for academic activities such as research and innovations, national
policies, legal frameworks, and regulations. It also has important roles to facilitate the institutional functions and
their academic supported service environment. In addition, institutions need to have a high commitment to
provide excellent support services for facilitating students’ academic success and education quality. Institutional
commitment refers to “the willingness to invest resources and provide the incentives and rewards needed to
enhance students’ academic success, p. 99” (Tinto, 2005).
In this paper, there are two kinds of institutional policies that can be significant factors to support students’
education quality progress such as academic and non- academic supported services in this present context. Hence,
academic support services consist of academic foundation studies, foreign languages, library services and other
facilities. Non-academic services refer to financial support, scholarships, and accommodation.
6. Academic support services
Cambodian public higher educational institutions have provided appropriate academic support services in
according to the national and regional standards including the minimum standards for Cambodian Accreditation
of Higher Education Institutions and the ASEAN Network Quality criteria. There are nine minimum standards to
promote quality education and academic success. Introduced in the third standard is the academic program, in the
fifth standard is student services, and in the sixth standard is learning services (RGC, 2003a). Academic programs
are course curricula designed to ensure and enhance the quality of education in the institutions, and they must
comply with national policies, the institutional mission, social needs, the employment market, and students’
needs. Student and student services are defined as academic and non-academic services that contribute to the
enhancement of educational quality and the student’s development of knowledge, competence, and professional
skills. Support services include admission services, tuition fees and scholarship services, counselling services,
accommodation services, food services, first aid services, security services, and other services. Access to libraries,
computer, laboratories, experimental rooms, research stations, the Internet, textbooks, journals, research papers,
and so on are considered as learning services as these facilities facilitate students’ learning experiences in order to
attain their academic success. In the second criteria about teaching and learning of the ASEAN University
Network Quality-Assurance, academic support services also include course curriculum, academic staff, student
assessment, learning process, environment, health and safety standards and learning resources (ASEAN, 2004).
7. International Journal of Humanities and Social Science Vol. 3 No. 1; January 2013
119
It requires that all HEIs offer English training services with highly qualified teachers and modern language
learning facilities such as audio language labs and English software programs (ACC, 2008).
Generally, Cambodian HEIs provide three years or six semesters of English language training to undergraduate
students. Cambodian public universities are not setting test scores of English proficiency tests like TOEFL or
IELTS in their admission requirements. For example, since 1997, the RUPP has established its institutional policy
to offer English services through the English Language Support Unit (ELSU). It provides English language
training to students in all faculty departments except foreign language departments at the Institute of Foreign
Languages. RUPP’ students are required to complete six semesters of compulsory English courses in order to
receive a degree from the university. Before starting classes in first year, students are required to take an English
placement test to evaluate their English proficiency. After that, RUPP provides classes for students in various
levels depending on their English placement test results, and they have to attend at least six hours of English
classes per week. The ELSU of RUPP has been providing basic English courses and elective courses including
general English (from elementary to upper- intermediate levels), English for Employment, Academic Writing,
Southeast Asian Studies, Introduction to Research Skills, English Teaching Methodology, and TOEFL Test
Preparation (RUPP, 2012d). As a result, after students successfully complete six semesters, they are able to attain
at least basic academic research skills in their field of research. Moreover, if students had an upper-intermediate
level of English proficiency in their first year or second year, they will be able to study specific subjects and
advance concepts for writing their research report or final thesis (RUPP, 2012e). Beside these courses, the ELSU
also provides English services during Summer School to improve English proficiency by offering enrichment
courses for all RUPP students and students from other universities in Phnom Penh. These summer courses cover
the five macro language skills of Listening, Speaking, Reading, Writing, and Grammar (RUPP, 2012c).
In addition, the Royal University of Law and Economics provides seven semesters of compulsory English training
in its law and economics undergraduate curriculum. These English programs are provided in conjunction with the
English Language Institute (USA) based at the Royal University of Law and Economics (RULE, 2012b). Because
of effective policies of English training services, leading universities including the Royal University of Phnom
Penh, The Royal University of Law and Economics, and the National University of Management have been
sending their students to study at English speaking universities in Australia, New Zealand, United States, Europe,
and some countries in Asia. For example, 480 Cambodian students have received the Australian Development
Scholarships (ADS) to pursue their postgraduate studies in Australia since 1994 (AKP, 2012), and more than one
hundred students have been awarded Fulbright Scholarships (FS) to do their postgraduate studies at universities in
the United States (FAAC, 2012). In short, Cambodian public universities have provided appropriate academic
English services to support students’ learning experiences, academic excellence, and education quality.
6.3 Library Services
Library services and resources are considered as one of the minimum standards needed to ensure educational
quality and to facilitate students’ learning process to help them succeed (ACC, 2009). Moreover, library services
have a positive impact on students’ academic success including learning, persistence, retention, faculty research
productivity, and student job success. In particular, universities need new teaching technologies and new
electronic information sources such as databases, up-to-date textbooks, periodicals, journals, advanced
multimedia resources, high-speed Internet access, liquid crystal display projectors (LCD projectors), computer
labs, visual and audio equipment so on to facilitate student learning p. 348 (Heyneman, 2001).
Presently, access to Cambodian university library resources is limited because of shortages of governmental
financial support. However, university students can access textbooks and printing materials for their academic
research and learning process. Universities strive to encourage students to use library services effectively. For
example, RUPP offers a library orientation program, a compulsory course on using library resources to all first
year students. This course attempts to improve students’ research and information seeking skills in the library,
teaching them how to use reference books including encyclopedias, atlases, and dictionaries as well as how to
search for documents using technologies such as the Internet, email, CD-ROM, Video, and microfiche (RUPP,
2012g). The Hun Sen Library of the Royal University of Phnom Penh, the largest library in Cambodia, officially
opened on January 7, 1997 under the financial support of the Cambodian government and donors from European
countries, the United States, and Japan.
9. International Journal of Humanities and Social Science Vol. 3 No. 1; January 2013
121
Beside the government's existing scholarship program, World Bank (WB) and the Cambodian government have a
five year project on Higher Education Quality and Capacity Improvement (2010-2015) to provide 1,050 "special-
priority" scholarships based on pro-poor targeting and educational criteria in order to increase the retention of
poor students in higher education (Virak, 2010; WB, 2012 ). This World Bank collaborative scholarship which
pays between USD 60 and USD 90 depending on the location of provincial or capital universities is higher than
government scholarship because it covers tuition fees and monthly allowances. In conclusion, financial support
services and scholarships are very important to facilitate students to succeed in their academic activities and reach
excellence.
7.2 Accommodation
Accommodation services are spelled out in the Minimum Standard number five for the Accreditation of Higher
Education Institutions regarding student and student services. It states that HEIs have to provide good services to
their students; these services include accommodation, food services, first aid, security, and other necessary
services. Living environment on campuses are vital factors to retain students particularly first year students in
college and university. Students who live on campus are able to persist into second year when compared to
students who live off campus. (Jenniefer, 2004; Kenty, 1997). Moreover, students who stay in university
accommodation or residential halls are more likely to be actively involved in all university experiences and
activities because they have enough times interact with their peers, administrators, and faculty members (Astin,
1999).
Presently, Cambodian leading public universities in the Phnom Penh do not have their own university
accommodation, whereas four public provincial universities including the Chea Sim University of Kamchaymear,
Svay Rieng University, Mean Chey University, and Battambang University have their own campus housing
offered freely to prioritized female students and other students whose families live far away from university
campuses. Actually, most students are challenged with problems to find suitable accommodation during their
studies at universities in Phnom Penh. Some students have to stay with relatives and friends, and others have to
rent accommodation near their university campus. Fortunately, most male students have a chance to find free
accommodations in pagodas because their families are so poor that they cannot afford rental rooms.
As a result, the Royal Government of Cambodia has constructed a six-storey building as a dormitory near the
campus of the Royal University of Phnom Penh. This accommodation is for students from poor families, remote
provinces, and for females who study at the universities in Phnom Penh (Saoyuth, 2010). The government will
finance some national budgets to expand university dormitories to meet the need of rapid enrollment rates of
students in Phnom Penh. It also has many projects to build colleges and universities in other provinces throughout
the country in order to reduce the number of students coming to Phnom Penh to continue their education. In short,
accommodations are very important to facilitate the education quality in tertiary levels.
8. Discussion and recommendation
Based on the finding of this study, the Cambodian government and higher educational institutions have strived to
establish numerous policies, strategies, regulations, institutions and academic support services for students’
academic success and the education quality. However, there are several negative problems need to be urgently
reformed that could impact on the institutional policy implementation and the educational quality in Cambodia
HEIs. The first problem is the constraints on higher education financing, which is limited by the government’s
budget. The overall education expenditure accounted for only 1.6 percent of Cambodia’ gross domestic product
and public higher education expenditure was only 0.05 percent of GDP (WB, 2012).
Because of these shortages of annual budgets, Cambodian higher education institutions cannot implement their
institutional policies to equip modern and adequate facilities to effectively support the academic and non
academic services for student academic successes such as libraries, workshop, accommodation, laboratories, and
classrooms (Rany, Zain, & Jamil, 2012b). The second problem is lack of human resources, teaching qualities, and
research capacity. There are few full time academicians who hold PhD’s degree in Cambodian universities
because of insufficient salaries and incentives; especially, educational experts and policy makers who have
qualified experienced and skills to restore Cambodian educational system to meet the requirements of world class
universities (Rany, Zain, & Jamil, 2012a).
11. International Journal of Humanities and Social Science Vol. 3 No. 1; January 2013
123
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