This presentation provides findings on integrity violations involving the misuse of financial and human resources in inclusive education in Armenia, Kazakhstan, Serbia and Ukraine, and an overview of the typical conditions and mechanisms in which such violations thrive. In the presentation we provided examples of integrity violation chains, in which an initial policy change, such as the introduction of supporting staff positions and differential per capita funding for inclusive education students, may trigger a string of interconnected, problematic actions.
The presentation was delivered by the Center for Applied Policy and Integrity at the 2020 edition of the annual conference of the Comparative and International Education Society (vCIES), in a panel on Inclusive Education, Human Rights, And Private Actors hosted by the Education Support Program of the Open Society Foundations.
On 4 September, Dr Selina McCoy presented 'Shadow Education among Irish secondary school students: evidence for system reform?' View all slides from the conference here.
COVID-19 and university learning spaces. González-Zamar, Emilio Abad-Segura y...eraser Juan José Calderón
COVID-19 and university learning spaces. MarianaDaniela González-Zamar, Emilio Abad-Segura y César Bernal-Bravo
La COVID-19 ha irrumpido en la vida de los seres humanos causando efectos devastadores en la salud y en la vida de gran parte de la población mundial, afectando a las esferas sociales, económicas y educativas del planeta. La comunidad científica se encuentra ante uno de sus mayores retos para resolver un problema sanitariode alcance global como es la pandemia del COVID-19. Esta situación ha generado un volumen de publicaciones sin precedentes. El impacto del COVID-19 en la enseñanzaha supuesto que los momentos de contacto social hayan desaparecido a cambio de reuniones, clases, exámenes o encuentros virtuales. En este escenario, las aulas universitarias al volver a abrirse no serán las mismas, tampoco sus campus ni espacios del ámbito educativo, deberán aportan creatividad en el a la hora de organizarse y usarse. El objetivo del estudio fue identificar las publicaciones científicas relacionadas con los efectos del COVID-19 en las aulas universitarias durante el período 2019 hasta la actualidad. Para esto, se realizó un análisis bibliométrico de la literatura científica. Se identificaron 676documentos sobre esta temática. Los resultados del análisis revelaron que la productividad científica se ha incrementado desde enero de 2020 con más de 650 artículos sobre la enfermedad, verificando el profundo interés por el COVID-19 en todas las disciplinas. Las principales tendencias de investigación incluyen el impacto de la vuelta a las aulas con los efectos en los procesos cognitivos, motivaciones y del rendimiento académico de los estudiantes.
On Thursday 2 July, ESRI researcher Selina McCoy spoke at the National Institute for Studies in Education, University of Limerick.
Selina presented 'The impact of COVID-19 on second level education in Ireland' which highlights the key findings from the report 'Learning for all? Second-level education in Ireland during COVID-19' which can be viewed here:
https://www.esri.ie/publications/learning-for-all-second-level-education-in-ireland-during-covid-19
How to Develop a Response to Intervention ModelAmy Robertson
Schools need a way to identify struggling students so they can intervene immediately to alter the course of action for students. Learn the 10 steps to developing an RTI model at your school with this eBook.
Factors Influencing Online Education during COVID-19 Pandemic: Sri Lankan Stu...Dr. Amarjeet Singh
This study examines the factors influencing online education for selected Sri Lankan universities during the COVID-19 pandemic. It also analyses the moderate effect of gender and type of the university on online education. Primary data were collected using a questionnaire via google form from Management students in Sri Lankan selected universities. Data analysis was done through structural equations using analysis of moment structures (AMOS) version 22.0. Attitude, internet and related facilities, curriculum, and self-motivation were found to have a significant positive impact on online education, while workload & time have no significant effect on online education. Among four factors, the strongest influence was derived from self-motivation followed by the curriculum. We have not found significant differences among male and female students’ views on online education, while the impact from the type of university is different among the two categories. This study effectively guides policy makers and university administrators across the educational institutes to decide on continuing online education. It reveals some insights to the teachers, students, and parents to understand the significance of the modern online learning environment and its positive impact on the new learning mode. There is no study related to the factors associated with the impact of online education during the Covid-19 pandemic in the Sri Lankan context.
On 4 September, Dr Selina McCoy presented 'Shadow Education among Irish secondary school students: evidence for system reform?' View all slides from the conference here.
COVID-19 and university learning spaces. González-Zamar, Emilio Abad-Segura y...eraser Juan José Calderón
COVID-19 and university learning spaces. MarianaDaniela González-Zamar, Emilio Abad-Segura y César Bernal-Bravo
La COVID-19 ha irrumpido en la vida de los seres humanos causando efectos devastadores en la salud y en la vida de gran parte de la población mundial, afectando a las esferas sociales, económicas y educativas del planeta. La comunidad científica se encuentra ante uno de sus mayores retos para resolver un problema sanitariode alcance global como es la pandemia del COVID-19. Esta situación ha generado un volumen de publicaciones sin precedentes. El impacto del COVID-19 en la enseñanzaha supuesto que los momentos de contacto social hayan desaparecido a cambio de reuniones, clases, exámenes o encuentros virtuales. En este escenario, las aulas universitarias al volver a abrirse no serán las mismas, tampoco sus campus ni espacios del ámbito educativo, deberán aportan creatividad en el a la hora de organizarse y usarse. El objetivo del estudio fue identificar las publicaciones científicas relacionadas con los efectos del COVID-19 en las aulas universitarias durante el período 2019 hasta la actualidad. Para esto, se realizó un análisis bibliométrico de la literatura científica. Se identificaron 676documentos sobre esta temática. Los resultados del análisis revelaron que la productividad científica se ha incrementado desde enero de 2020 con más de 650 artículos sobre la enfermedad, verificando el profundo interés por el COVID-19 en todas las disciplinas. Las principales tendencias de investigación incluyen el impacto de la vuelta a las aulas con los efectos en los procesos cognitivos, motivaciones y del rendimiento académico de los estudiantes.
On Thursday 2 July, ESRI researcher Selina McCoy spoke at the National Institute for Studies in Education, University of Limerick.
Selina presented 'The impact of COVID-19 on second level education in Ireland' which highlights the key findings from the report 'Learning for all? Second-level education in Ireland during COVID-19' which can be viewed here:
https://www.esri.ie/publications/learning-for-all-second-level-education-in-ireland-during-covid-19
How to Develop a Response to Intervention ModelAmy Robertson
Schools need a way to identify struggling students so they can intervene immediately to alter the course of action for students. Learn the 10 steps to developing an RTI model at your school with this eBook.
Factors Influencing Online Education during COVID-19 Pandemic: Sri Lankan Stu...Dr. Amarjeet Singh
This study examines the factors influencing online education for selected Sri Lankan universities during the COVID-19 pandemic. It also analyses the moderate effect of gender and type of the university on online education. Primary data were collected using a questionnaire via google form from Management students in Sri Lankan selected universities. Data analysis was done through structural equations using analysis of moment structures (AMOS) version 22.0. Attitude, internet and related facilities, curriculum, and self-motivation were found to have a significant positive impact on online education, while workload & time have no significant effect on online education. Among four factors, the strongest influence was derived from self-motivation followed by the curriculum. We have not found significant differences among male and female students’ views on online education, while the impact from the type of university is different among the two categories. This study effectively guides policy makers and university administrators across the educational institutes to decide on continuing online education. It reveals some insights to the teachers, students, and parents to understand the significance of the modern online learning environment and its positive impact on the new learning mode. There is no study related to the factors associated with the impact of online education during the Covid-19 pandemic in the Sri Lankan context.
A global outlook to the interruption of education due to COVID-19 Pandemic: N...eraser Juan José Calderón
A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisis.
Aras Bozkurt, Insung Jung, Junhong Xiao, Viviane Vladimirschi, Robert Schuwer, Gennady Egorov,
Sarah R. Lambert, Maha Al-Freih, Judith Pete, Don Olcott, Jr., Virginia Rodes, Ignacio Aranciaga, Maha
Bali, Abel V. Alvarez, Jr., Jennifer Roberts, Angelica Pazurek, Juliana Elisa Raffaghelli, Nikos
Panagiotou, Perrine de Coëtlogon, Sadik Shahadu, Mark Brown, Tutaleni I. Asino, Josephine
Tumwesige, Tzinti Ramírez Reyes, Emma Barrios Ipenza, Ebba Ossiannilsson, Melissa Bond, Kamel
Belhamel, Valerie Irvine, Ramesh C. Sharma, Taskeen Adam, Ben Janssen, Tatiana Sklyarova,
Nicoleta Olcott, Alejandra Ambrosino, Chrysoula Lazou, Bertrand Mocquet, Mattias Mano, Michael
Paskevicius
Abstract: Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to
better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard
and interrupted many dimensions of our lives, particularly education. As a response to interruption of
education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall
view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from
a total of 31 countries across the world with a representation of 62.7% of the whole world population. In
addition to the value of each case by country, the synthesis of this research suggests that the current
practices can be defined as emergency remote education and this practice is different from planned
practices such as distance education, online learning or other derivations. Above all, this study points
out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various
degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational
processes, the interruption of education signifies the importance of openness in education and highlights
issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive
Attitude of Secondary School Students towards Online Education during Covid 1...ijtsrd
In the present study the investigator attempted to find out the secondary students’ attitude towards online education in West Bengal. 240 secondary school students were taken as a representative sample of the whole population. For selecting higher secondary students as a sample, the purposive sampling method was adopted. The investigator has adopted the survey research method for this study. A self made attitude scale consists of 40 items was developed and used for collecting the data. For analyzing and interpreting the data the investigator used to mean, S.D, t test, ANOVA. The study revealed that there is no significant difference in attitude between male and female students towards online education. The study also revealed that there is a significant difference in attitude towards online education concerning their locality and stream of study. Nilay Mondal | Dr. Arjun Chandra Das "Attitude of Secondary School Students towards Online Education during Covid-19 in West Bengal" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38381.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38381/attitude-of-secondary-school-students-towards-online-education-during-covid19-in-west-bengal/nilay-mondal
Measuring What Matters for Child Well-being and Policies - Key messages in a ...StatsCommunications
Key messages from the OECD publication Measuring What Matters for Child Well-being and Policies, launched on 1st July 2021. More information at https://www.oecd.org/wise/measuring-what-matters-for-child-well-being-and-policies-e82fded1-en.htm
CYBERBULLYING AMONG EFL STUDENTS’ BLOGGING
ACTIVITIES: MOTIVES AND PROPOSED SOLUTIONS
by Budianto Hamuddin1, Fathu Rahman2, Abidin Pammu3
Yusring Sanusi Baso4 & Tatum Derin5
1, 2, 3, 4 Hasanuddin University, Makassar, 9245, Indonesia
1, 5 Universitas Lancang Kuning, Pekanbaru, 28265, Indonesia
budihamuddin @ unilak.ac.id; fathu.rahman @ unhas.ac.id; abidinpammu60 @ gmail.com;
yusring @ unhas.ac.id; t.derin @ unilak.ac.id
Abstract
Cyberbullying during English teaching involving Information Communication Technology (ICT) is
an exciting topic to study. Seeing how new language learners share their thoughts and feelings
through blogs as alternative learning media and how they engage in cyberbullying in their online
interactions may reveal the motives beyond cyberbullying acts. This present study used the mixed
method approach to understand the motives to tailor the anti-cyberbullying recommended
solutions. The data is extended from a 3-month preliminary study to an 18-month investigation of
711 cyberbullying comments archived in 251 blogs owned and actively used by EFL university
students at English Department of Universitas Lancang Kuning (Unilak). The analysis revealed the
major students’ motive is just to have fun (70%), followed far behind by the motive to fight back
(8%), to express upset feelings (7%), and other motives (12%). 16 students with the highest track
record of cyberbullying in their blogging activities were interviewed to discuss their motives for
cyberbullying other students whom they have known for at least more than 18 months. Results
indicate cyberbullying among language learners seems to be an act of playing with language or
linguistics wordplay. Cyberbullying seems to be a sort of language exaggeration for EFL students
who possess limited competence in English when they interact in the online network. Based on the
results, a new definition of cyberbullying was offered to accommodate the linguistic nature of
cyberbullying. Using the primary health care framework by the World Health Organization
(WHO), this present study designed a practical list of ready-made classroom activities to combat
cyberbullying in four different steps, i.e. promotive, preventive, curative and rehabilitative.
Keywords: cyberbullying; motives; solutions; linguistic wordplay; blogs
Breaking Down “Back to the Staffing Surge”EdChoice
Our latest report—“Back to the Staffing Surge”—measures US public school employment growth versus student growth as well as teacher salary fluctuations and student outcomes over the past 65 years using publicly available data that state departments of education annually report to the U.S. Department of Education. The results were shocking.
What did the numbers say exactly? And what could our system have done to better serve public school teachers and students? Flip through this slide show to learn more!
To access the full Back to the Staffing Surge report and more resources, including a podcast video with author Dr. Ben Scafidi, visit www.edchoice.org/StaffingSurge.
In developing countries, public education systems, which enroll about 90 percent of all primary and 70 percent of all secondary students, face multiple challenges from overcrowded classrooms, lack of an incentives structure to shortage of qualified teachers and resources. These problems are expected to become more serious with the projected dramatic increase in the demand for schooling during the next decades. This presentation discusses public education issues in developing countries and what has been done in some nations in general and in Egypt specifically to address those issues. The presentation introduces online/virtual social schools as a possible solution to alleviate some of the current public systems problems and how to implement that solution in Egypt.
Educating 21st Century Children: Emotional Well-Being in the Digital AgeEduSkills OECD
What is the nature of childhood today? On a number of measures, modern children’s lives have clearly improved thanks to better public safety and support for their physical and mental health. New technologies help children to learn, socialise and unwind,and older, better-educated parents are increasingly playing an active role in their children's education. At the same time, we are more connected than ever before, and many children have access to tablets and smartphones before they learn to walk and talk. Twenty-first century children are more likely to be only children, increasingly pushed to do more by “helicopter parents” who hover over their children to protect them from potential harm. In addition to limitless online opportunities, the omnipresent nature of the digital world brings new risks, like cyber-bullying, that follow children from the schoolyard into their homes.This report examines modern childhood, looking specifically at the intersection between emotional well-being and new technologies.It explores how parenting and friendships have changed in the digital age. It examines children as digital citizens, and how best to take advantage of online opportunities while minimising the risks. The volume ends with a look at how to foster digital literacy and resilience, highlighting the role of partnerships, policy and protection.
Student Preference and Perception towards Online Education in Hyderabad Cityijtsrd
The purpose of study an online education industry in its totality and appreciate the use of an integrated approach in understanding the environmental issues and problems. From the last few years the technological advancement and increased users of internet made everything's easier for everyone. If you want to purchase anything you will access online Shopping sites and order product to get at your hand. Whereas new way of getting education is online education virtual education E learning. Like shopping sites, internet also made easier to get education via online. This is really made easy for those who want to work as well as study further. In this report I compared both online education and traditional way of education. We also listed out top 10 international educational sites as well as top 5 Indian online educational sites. Mr. Anjum Pasha | Jarupla Gorya ""Student Preference and Perception towards Online Education in Hyderabad City"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd22876.pdf
Paper URL: https://www.ijtsrd.com/management/marketing/22876/student-preference-and-perception-towards-online-education-in-hyderabad-city/mr-anjum-pasha
PTDEA 2016 - Digital Natives, Net Generation, Generation Me…What Do We Really...Michael Barbour
Barbour, M. K. (2016, October). Digital natives, net generation, generation me… What do we really know about today’s students and how they learn? A presentation at the annual meeting of the Provincial and Territorial Distance Education Association, Edmonton, AB.
“School’s Out, But Class’s On”, The Largest Online Education in the World Tod...eraser Juan José Calderón
“School’s Out, But Class’s On”, The Largest Online Education in the World Today: Taking China’s Practical Exploration During The COVID-19 Epidemic Prevention and Control as An Example
Longjun Zhou,1,2
Fangmei Li,3
Shanshan Wu,3 Ming Zhou 4
1. Jiangsu Second Normal University, Nanjing 211200, Jiangsu, China
2. Engineering Research Center of Digital Learning Support Technology, Ministry of Education, Changchun 130000, Jilin, China
3. Nanjing Dianji Institute of Psychological Education, Nanjing 210000, Jiangsu, China
4. Jiangnan School, Zhenjiang 212008, Jiangsu, China
Plan 2040 Goals: Fostering a Well-Trained and Prosperous PopulationARCResearch
This looks at ARC's Plan 2040 goal of fostering a health, educated and prosperous population. The presentation displays several different indicators that reflect this goal, including educational attainment, the "education gap," as well as health and quality of life of older adults.
The lessons and experiences shared by countries, Ed tech providers and innovators, as well as the participants (teachers and students) about the rapid adoption of online education during the Pandemic raised the question of online education for all and particularly about standards and assessment for gender responsive, inclusive education.
As the Climate Change Impacts include more disruptions in traditional schooling, and as the interest in online education take off, it is time to think about global online inclusive education principles, norms, standards and assessments to ensure equitable access to quality education for all.
A global outlook to the interruption of education due to COVID-19 Pandemic: N...eraser Juan José Calderón
A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisis.
Aras Bozkurt, Insung Jung, Junhong Xiao, Viviane Vladimirschi, Robert Schuwer, Gennady Egorov,
Sarah R. Lambert, Maha Al-Freih, Judith Pete, Don Olcott, Jr., Virginia Rodes, Ignacio Aranciaga, Maha
Bali, Abel V. Alvarez, Jr., Jennifer Roberts, Angelica Pazurek, Juliana Elisa Raffaghelli, Nikos
Panagiotou, Perrine de Coëtlogon, Sadik Shahadu, Mark Brown, Tutaleni I. Asino, Josephine
Tumwesige, Tzinti Ramírez Reyes, Emma Barrios Ipenza, Ebba Ossiannilsson, Melissa Bond, Kamel
Belhamel, Valerie Irvine, Ramesh C. Sharma, Taskeen Adam, Ben Janssen, Tatiana Sklyarova,
Nicoleta Olcott, Alejandra Ambrosino, Chrysoula Lazou, Bertrand Mocquet, Mattias Mano, Michael
Paskevicius
Abstract: Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to
better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard
and interrupted many dimensions of our lives, particularly education. As a response to interruption of
education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall
view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from
a total of 31 countries across the world with a representation of 62.7% of the whole world population. In
addition to the value of each case by country, the synthesis of this research suggests that the current
practices can be defined as emergency remote education and this practice is different from planned
practices such as distance education, online learning or other derivations. Above all, this study points
out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various
degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational
processes, the interruption of education signifies the importance of openness in education and highlights
issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive
Attitude of Secondary School Students towards Online Education during Covid 1...ijtsrd
In the present study the investigator attempted to find out the secondary students’ attitude towards online education in West Bengal. 240 secondary school students were taken as a representative sample of the whole population. For selecting higher secondary students as a sample, the purposive sampling method was adopted. The investigator has adopted the survey research method for this study. A self made attitude scale consists of 40 items was developed and used for collecting the data. For analyzing and interpreting the data the investigator used to mean, S.D, t test, ANOVA. The study revealed that there is no significant difference in attitude between male and female students towards online education. The study also revealed that there is a significant difference in attitude towards online education concerning their locality and stream of study. Nilay Mondal | Dr. Arjun Chandra Das "Attitude of Secondary School Students towards Online Education during Covid-19 in West Bengal" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38381.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38381/attitude-of-secondary-school-students-towards-online-education-during-covid19-in-west-bengal/nilay-mondal
Measuring What Matters for Child Well-being and Policies - Key messages in a ...StatsCommunications
Key messages from the OECD publication Measuring What Matters for Child Well-being and Policies, launched on 1st July 2021. More information at https://www.oecd.org/wise/measuring-what-matters-for-child-well-being-and-policies-e82fded1-en.htm
CYBERBULLYING AMONG EFL STUDENTS’ BLOGGING
ACTIVITIES: MOTIVES AND PROPOSED SOLUTIONS
by Budianto Hamuddin1, Fathu Rahman2, Abidin Pammu3
Yusring Sanusi Baso4 & Tatum Derin5
1, 2, 3, 4 Hasanuddin University, Makassar, 9245, Indonesia
1, 5 Universitas Lancang Kuning, Pekanbaru, 28265, Indonesia
budihamuddin @ unilak.ac.id; fathu.rahman @ unhas.ac.id; abidinpammu60 @ gmail.com;
yusring @ unhas.ac.id; t.derin @ unilak.ac.id
Abstract
Cyberbullying during English teaching involving Information Communication Technology (ICT) is
an exciting topic to study. Seeing how new language learners share their thoughts and feelings
through blogs as alternative learning media and how they engage in cyberbullying in their online
interactions may reveal the motives beyond cyberbullying acts. This present study used the mixed
method approach to understand the motives to tailor the anti-cyberbullying recommended
solutions. The data is extended from a 3-month preliminary study to an 18-month investigation of
711 cyberbullying comments archived in 251 blogs owned and actively used by EFL university
students at English Department of Universitas Lancang Kuning (Unilak). The analysis revealed the
major students’ motive is just to have fun (70%), followed far behind by the motive to fight back
(8%), to express upset feelings (7%), and other motives (12%). 16 students with the highest track
record of cyberbullying in their blogging activities were interviewed to discuss their motives for
cyberbullying other students whom they have known for at least more than 18 months. Results
indicate cyberbullying among language learners seems to be an act of playing with language or
linguistics wordplay. Cyberbullying seems to be a sort of language exaggeration for EFL students
who possess limited competence in English when they interact in the online network. Based on the
results, a new definition of cyberbullying was offered to accommodate the linguistic nature of
cyberbullying. Using the primary health care framework by the World Health Organization
(WHO), this present study designed a practical list of ready-made classroom activities to combat
cyberbullying in four different steps, i.e. promotive, preventive, curative and rehabilitative.
Keywords: cyberbullying; motives; solutions; linguistic wordplay; blogs
Breaking Down “Back to the Staffing Surge”EdChoice
Our latest report—“Back to the Staffing Surge”—measures US public school employment growth versus student growth as well as teacher salary fluctuations and student outcomes over the past 65 years using publicly available data that state departments of education annually report to the U.S. Department of Education. The results were shocking.
What did the numbers say exactly? And what could our system have done to better serve public school teachers and students? Flip through this slide show to learn more!
To access the full Back to the Staffing Surge report and more resources, including a podcast video with author Dr. Ben Scafidi, visit www.edchoice.org/StaffingSurge.
In developing countries, public education systems, which enroll about 90 percent of all primary and 70 percent of all secondary students, face multiple challenges from overcrowded classrooms, lack of an incentives structure to shortage of qualified teachers and resources. These problems are expected to become more serious with the projected dramatic increase in the demand for schooling during the next decades. This presentation discusses public education issues in developing countries and what has been done in some nations in general and in Egypt specifically to address those issues. The presentation introduces online/virtual social schools as a possible solution to alleviate some of the current public systems problems and how to implement that solution in Egypt.
Educating 21st Century Children: Emotional Well-Being in the Digital AgeEduSkills OECD
What is the nature of childhood today? On a number of measures, modern children’s lives have clearly improved thanks to better public safety and support for their physical and mental health. New technologies help children to learn, socialise and unwind,and older, better-educated parents are increasingly playing an active role in their children's education. At the same time, we are more connected than ever before, and many children have access to tablets and smartphones before they learn to walk and talk. Twenty-first century children are more likely to be only children, increasingly pushed to do more by “helicopter parents” who hover over their children to protect them from potential harm. In addition to limitless online opportunities, the omnipresent nature of the digital world brings new risks, like cyber-bullying, that follow children from the schoolyard into their homes.This report examines modern childhood, looking specifically at the intersection between emotional well-being and new technologies.It explores how parenting and friendships have changed in the digital age. It examines children as digital citizens, and how best to take advantage of online opportunities while minimising the risks. The volume ends with a look at how to foster digital literacy and resilience, highlighting the role of partnerships, policy and protection.
Student Preference and Perception towards Online Education in Hyderabad Cityijtsrd
The purpose of study an online education industry in its totality and appreciate the use of an integrated approach in understanding the environmental issues and problems. From the last few years the technological advancement and increased users of internet made everything's easier for everyone. If you want to purchase anything you will access online Shopping sites and order product to get at your hand. Whereas new way of getting education is online education virtual education E learning. Like shopping sites, internet also made easier to get education via online. This is really made easy for those who want to work as well as study further. In this report I compared both online education and traditional way of education. We also listed out top 10 international educational sites as well as top 5 Indian online educational sites. Mr. Anjum Pasha | Jarupla Gorya ""Student Preference and Perception towards Online Education in Hyderabad City"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd22876.pdf
Paper URL: https://www.ijtsrd.com/management/marketing/22876/student-preference-and-perception-towards-online-education-in-hyderabad-city/mr-anjum-pasha
PTDEA 2016 - Digital Natives, Net Generation, Generation Me…What Do We Really...Michael Barbour
Barbour, M. K. (2016, October). Digital natives, net generation, generation me… What do we really know about today’s students and how they learn? A presentation at the annual meeting of the Provincial and Territorial Distance Education Association, Edmonton, AB.
“School’s Out, But Class’s On”, The Largest Online Education in the World Tod...eraser Juan José Calderón
“School’s Out, But Class’s On”, The Largest Online Education in the World Today: Taking China’s Practical Exploration During The COVID-19 Epidemic Prevention and Control as An Example
Longjun Zhou,1,2
Fangmei Li,3
Shanshan Wu,3 Ming Zhou 4
1. Jiangsu Second Normal University, Nanjing 211200, Jiangsu, China
2. Engineering Research Center of Digital Learning Support Technology, Ministry of Education, Changchun 130000, Jilin, China
3. Nanjing Dianji Institute of Psychological Education, Nanjing 210000, Jiangsu, China
4. Jiangnan School, Zhenjiang 212008, Jiangsu, China
Plan 2040 Goals: Fostering a Well-Trained and Prosperous PopulationARCResearch
This looks at ARC's Plan 2040 goal of fostering a health, educated and prosperous population. The presentation displays several different indicators that reflect this goal, including educational attainment, the "education gap," as well as health and quality of life of older adults.
The lessons and experiences shared by countries, Ed tech providers and innovators, as well as the participants (teachers and students) about the rapid adoption of online education during the Pandemic raised the question of online education for all and particularly about standards and assessment for gender responsive, inclusive education.
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Use and abuse of resources for inclusive education: an overview of findings from Armenia, Serbia, Kazakhstan and Ukraine
1. Use and abuse of resources for inclusive education
An overview of findings from
Armenia, Serbia, Kazakhstan and Ukraine
Mihaylo Milovanovitch
Center for Applied Policy and Integrity
Olja Jovanović
University of Belgrade and Center for Applied Policy and Integrity
3. CenterforAppliedPolicyandIntegrity@educationintegrity
Background of our research
• Despite considerable efforts, in many countries progress with
inclusive education remains a challenge
• The process of change can be disruptive and disrupted at the same
time, with multiple barriers emerging that can hinder progress
• We wanted to know whether some of these disruptions involve illicit
or illegal practices, and what role education policies may play in that
4. CenterforAppliedPolicyandIntegrity@educationintegrity
What did we want to know?
• Explore the human side of experiences connected to acts of
corruption in education as conveyed by those involved.
• Our focus was on inclusive education in four countries
• What part of the risk to IE is due to integrity problems, and how
exactly do these problems prevent progress with IE reforms?
• What role do reform plans and education policies play in that?
5. CenterforAppliedPolicyandIntegrity@educationintegrity
Why resources in IE?
• Most common area of complaint
• Most often associated with corruption
• Most of the hearsay is about abuse of resources, but evidence of
that is rare
• Policies and IE reforms put resource provision mechanisms at the
frontline of IE change – is this the best way and how does that
play out in practice?
7. CenterforAppliedPolicyandIntegrity@educationintegrity
Conceptual framework: INTES
• Initiated in 2010 in the framework of the OECD Anti-Corruption Network for Eastern
Europe and Central Asia
• Between 2010 and now, integrity assessments carried out in Serbia, Tunisia, Armenia,
Ukraine, Kazakhstan, Georgia, Moldova, Mongolia, and Kyrgyzstan
• Most recent focus: pre-school education; inclusive education; integrity in the use of
resources
9. CenterforAppliedPolicyandIntegrity@educationintegrity
2. Why does it happen?
Incentives/motives
1. What is happening in (inclusive) education?
Description of integrity violations
3. How can it happen?
Opportunities
Conduct
Professional environment
The guiding questions
10. CenterforAppliedPolicyandIntegrity@educationintegrity
Research methodology
The research was conducted in Armenia, Kazakhstan, Serbia and Ukraine.
• First phase: questionnaire with resource persons (presented at ECER 2017) provided initial
signals that we are on the right track
• Second phase: broadening and deepening the data-base through focus group discussions
aimed at exploring the manifestations of integrity violations in inclusive education and their
underlying mechanisms (2 FGs per country)
• Third phase: three-day country workshops aiming to reach mutual understanding of
different stakeholders on integrity issues and create action plan
11. CenterforAppliedPolicyandIntegrity@educationintegrity
Data collection
Broader questions on manifestations of integrity violations in
inclusive education in the specific country
Presentation of nine integrity violations
and asking participants to share as much
as possible of illustrations of these
violations
In-depth exploration of the
most common integrity
violations
• A total of eight focus groups in local language, using funnel approach
• The discussions were audio recorded, transcribed verbatim and translated in English
12. CenterforAppliedPolicyandIntegrity@educationintegrity
Sample
• Purposive sampling (Krueger & Casey, 2015)
• Participants differing in their position in the educational system, field of expertise and attitudes toward
inclusive education.
• Sample was constructed through snowball method based on consultations with local experts.
Stakeholder group
Country
Total
Armenia Kazakhstan Serbia Ukraine
Parents 2 6 4 2 14
Regular education 2 2 4 7 16
Special education 1 / 2 1 4
Civil society organisation 5 2 7 4 18
International organisation 5 / 3 / 8
National government 1 2 1 1 5
Local or regional government 1 / 1 / 2
Assessment bodies 1 1 1 1 3
Academia and research institutes 2 3 / 2 7
Total 20 16 23 18 77
13. CenterforAppliedPolicyandIntegrity@educationintegrity
Approach to the analysis of data
Whichsegmentsdescribemisuseofresources?
(N=78; ICA=84.5%)
Does thesegmentdescribeintegrity violation?
(N=205; ICA=69.1%)
How does a misuseof resourcesmanifest itself?
(9 categories verified through the process of peer debriefing)
Whichpolicy gapsenablemisuseofresources?
(11 categories verified through the process of peer debriefing)
17. CenterforAppliedPolicyandIntegrity@educationintegrity
Common forms of illicit resource attraction
Codes Manifestation
1 Illicit resource attraction through manipulation of access to IE 18 45.0%
1a Through manipulation of needs assessments
1b Through IOPs
2 Illicit resource attraction through additional IE-related services 7 17.5%
2a Through inflating the cost for additional IE services
2b Through misstating the need for additional IE services
3 Allocation of resources for IE based on alternative (political) loyalties 3
7.5%
4 Illicit resource attraction through fraudulent reporting on IE 12 30.0%
4a On student achievement (grades)
4b On exam-related student needs
45.0%
17.5%
7.5%
30.0%
1. “Schools with small number of students where teachers are at risk of loosing job, they start lobbying for enrolment of children with disability and suddenly
assign IEP to some students, and that is manipulation.”
2. “For example, in some municipalities where services are well developed, child is assigned with a speech therapist and defectologist, so the services start
accumulating around the child. In one school in the capital, each year they have exactly 10 students who need special pedagogue. If you start calculating,
you will notice that this is the amount of work needed for the full employment of two special pedagogues”
3. “Additional funding for schools is directed to "our own" principals.
4. “We have situation in which children do not receive any support, and that two months before enrolment to secondary school teachers suddenly ask for
IEP with adjusted achievement standards”
18. CenterforAppliedPolicyandIntegrity@educationintegrity
Common forms of HR-related abuse in IE
Codes Manifestation
5 Favouritism* in appointments to positions in IE 17 70.8%
5a To teaching positions
5b To supporting positions
5c To both
6 Favouritism* in the distribution of workplace advantages in IE 7 29.2%
6a Granting of IE-related bonus payments
6b Reduction of IE-related workload
70.8%
29.2%
5. “With a real lack of professional rehabilitologists, children psychologists etc, school principals take relatives or friends instead of training
new people or search for a specialist.”
5. “Inclusive education gives more opportunity to hire relatives for work because there are more places for work, and it means more
people can come.”
6. Children with disability are assigned only to certain teachers.”
19. CenterforAppliedPolicyandIntegrity@educationintegrity
Common forms of financial abuse in IE
Codes Manifestation
7 Diversion of funds for IE 8 61.5%
8 Intentional failure to provide a service 3 23.1%
9 Payroll fraud 2 15.4%
9a Ghost employees
9b Staff misclassification
9c Timesheet/workload fraud
61.5%
23.1%
15.4%
7. “I’d like to say that I heard about this from a parent when a child was transferred to another inclusive school, the parent actually found out
that they were supposed to get transportation costs. For 2 years they had been in an inclusive school before, but they never received any
money for transportation. My personal observations show that transportation costs were provided to the schools and the parent didn’t
know about this and didn’t get it.”
8. “No home visits are done though the specialists’ records show they have done them.”
9. “One of the findings was that that one of the members, I think it was a member of the multidisciplinary team, was a dead body. A
contract was signed, but this person, this person, in a word. This work kind of creates an opportunity, for instance, to have a teacher as a
dead body would be difficult, this teacher must teach, go to school every day, sign in the register. But the system of the multidisciplinary
team creates a possibility for having dead bodies.”
21. CenterforAppliedPolicyandIntegrity@educationintegrity
Integrity vulnerabilities and their prevalence
VA No. VA areas
VA1 Scarce budget for additional support in mainstream education
VA2 Qualification requirements for specialist/supporting positions are not clearly defined
VA3 There is a shortage of specialists
VA4 Lack of support, guidance, and professional development for non-teaching staff
VA5 Precarious or otherwise unsatisfactory working and employment conditions of teachers
VA6 Lack of support, guidance, and professional development for teachers in IE
VA7 Funding of IE is input based and relies on assessment of students' needs*
VA8 Lack of support and guidence related to evaluation of students' achievement**
VA9 Arbitrariness in the needs assessment of children
VA10 Lack of transparency and accountability in the management of financial resources****
VA11 Criteria for school performance and education quality do not take into account inclusive education
Frequency by share of VA segments
21.9%
3.5%
7.9%
5.3%
4.4%
15.8%
14.9%
8.8%
10.5%
5.3%
1.8%
22. CenterforAppliedPolicyandIntegrity@educationintegrity
VA No. VA areas Human resources Financial resources
VA1 Scarce budget for additional support in mainstream education
VA2 Qualification requirements for specialist/supporting positions are not clearly defined
VA3 There is a shortage of specialists
VA4 Lack of support, guidance, and professional development for non-teaching staff
VA5 Precarious or otherwise unsatisfactory working and employment conditions of teachers
VA6 Lack of support, guidance, and professional development for teachers in IE
VA7 Funding of IE is input based and relies on assessment of students' needs*
VA8 Lack of support and guidence related to evaluation of students' achievement**
VA9 Arbitrariness in the needs assessment of children
VA10 Lack of transparency and accountability in the management of financial resources****
VA11 Criteria for school performance and education quality do not take into account inclusive education
Area of integrity impact of vulnerabilities
23. CenterforAppliedPolicyandIntegrity@educationintegrity
Significance from stakeholder perspective
VA1 Scarce budget for additional support in mainstream education
VA2 Qualification requirements for specialist/supporting positions are not clearly defined
VA3 There is a shortage of specialists
VA4 Lack of support, guidance, and professional development for non-teaching staff
VA5 Precarious or otherwise unsatisfactory working and employment conditions of teachers
VA6 Lack of support, guidance, and professional development for teachers in IE
VA7 Funding of IE is input based and relies on assessment of students' needs*
VA8 Lack of support and guidence related to evaluation of students' achievement**
VA9 Arbitrariness in the needs assessment of children
VA10 Lack of transparency and accountability in the management of financial resources****
VA11 Criteria for school performance and education quality do not take into account inclusive education
0% 20% 40% 60% 80% 100%
Motivation Opportunity
24. CenterforAppliedPolicyandIntegrity@educationintegrity
Vulnerabilities by geographical distribution
VA No. VA areas
VA1 Scarce budget for additional support in mainstream education
VA2 Qualification requirements for specialist/supporting positions are not clearly defined
VA3 There is a shortage of specialists
VA4 Lack of support, guidance, and professional development for non-teaching staff
VA5 Precarious or otherwise unsatisfactory working and employment conditions of teachers
VA6 Lack of support, guidance, and professional development for teachers in IE
VA7 Funding of IE is input based and relies on assessment of students' needs*
VA8 Lack of support and guidence related to evaluation of students' achievement**
VA9 Arbitrariness in the needs assessment of children
VA10 Lack of transparency and accountability in the management of financial resources****
VA11 Criteria for school performance and education quality do not take into account inclusive education
25. CenterforAppliedPolicyandIntegrity@educationintegrity
Preliminary conclusions
• Input based IE funding together with underdeveloped assessment procedures, tools and
competencies of staff encourage the labelling of students as having additional needs and
create “calculating” instead of inclusive schools. Resources alone cannot make
education inclusive.
• Lack of support, guidance, and professional development for teachers and non-teaching
staff coupled with quality assurance mechanisms focused on document-based
deliverables create incentives and opportunities for schools not to provide educational
services, but to provide documents on delivering educational services.
• Scarce resources devoted to schools with high demands from schools, create urge to use
different sources, such as parental donations. When there is no system-level solution,
quality of available support depends on parents’ resources.
• Although similar, there are also significant differences among countries regarding IV
manifestations and policy gaps. Therefore, recommendations must be context-specific
and locally owned.
Despite the considerable activity in many countries to move educational policy and practice in a more inclusive direction (Mittler, 2000), inclusion remains a challenge that faces educational systems all over the world. Some of the reasons lie in different understandings of inclusion (Dyson, 1999) that can contribute to a disparity in expectations and a sense of uncertainty.
These observations apply to the process of developing inclusive education as well. This process can be disruptive and disrupted at the same time: disruptive for educators and education systems by challenging their established ways and convictions, and disrupted by them as they resist the required changes in a multitude of ways that can hinder or even block the process of transition to inclusiveness
The goal of our study is to contribute to a better understanding of the human side of experiences connected to acts of corruption in education as conveyed by those involved: educators, parents, civil society and authorities. Our focus is on inclusive education (IE).
In the four countries we covered, IE is a relatively new, but also challenging priority, which may put IE reforms at risk. The challenges include resistance to change, a historic legacy of special education systems and institutions, questions about managing the inevitable clashes between old practices and novelties (Kovač Cerović, Jovanović, Pavlović Babić, 2016), and how to translate new policies into manageable working practices (Rose, Shevlin, Winter, O’Raw, & Zhao, 2012). Such dilemmas are quite common to countries in Eurasia and may put IE at risk of being confronted with corrupt practices, abolished or faked.
. As a new policy focusing particularly on the education and integration of children and youth from vulnerable groups in developing countries, especially in Southeast Europe, Caucasus and Central Asian regions, and as a priority envisioned to create more equitable and just societies, the dream of inclusive education captures the interests of human rights activists and parents. But there are also a number of challenges. These two stakeholder groups are still relatively new and in traditional ex-communist countries were rarely faced as source of influence and demands. An additional obstacle is the fact that these countries have also inherited a well-developed special education system and a network of special institutions. They are also engaged in ongoing and often times politically sensitive discussions about minority rights, such as those related to the integration of the Roma.
Even in settings in which there is a consensus about the need and direction of change towards inclusiveness, inclusive education can bring up difficult questions, such as what the right balance is between policy borrowing and authentic developments/solutions, how to manage the inevitable clashes between old practices and novelties (Kovač Cerović, Jovanović, Pavlović Babić, 2016), and how to translate the new policies into managable working practices in order to enable successful learning outcomes to be achieved (Rose, Shevlin,Winter, O’Raw, & Zhao, 2012).
Most common area of complaint
Most often associated with corruption
Most of the hearsay is about abuse of resources, but evidence of that is rare
Policies and IE reforms put resource provision mechanisms are at the frontline of IE change – how does that play out in practice?
Data:
Comparison of resource abuse with all violations
Comparison with all violations by country
Comments: We found various forms of problematic conduct (integrity violations) in IE. These are all the forms that we came across with, which are quite identical with those we knew from regular education. However, in the experience of principals, teachers, parents and CSOs, inclusive education integrity violations around abuse of resources were the second most-frequent integrity violation in their respective countries/
Data: Distinction between Type 1 and Type 2 with examples
Data: Distinction between human and financial resources
Note: when it comes to illicit actions to attract resources, it is impossible to say whether the actions were aiming at financial or human resources, and the main reason for that is that in all countries the criteria and mechanisms for the allocation of such resources are the same for both money and staff. This in itself is already an integrity problem.
Data: Here we show the main categories of Type 1 and cross-country comparison
Data: We do not show data for the sub-categories, just quotes
Data: Explain the subcategories of IV5. Provide an example for each 5.5 and 5.6. Show data on distribution for each subcategory by country
Then provide an example for each sub-subcategory
Data: Explain the subcategories of IV5. Provide an example for each 6.5, 6.6 and 6.7. Show data on distribution for each subcategory by country
Then provide an example for each sub-subcategory
1. Input based IE funding together with underdeveloped assessment procedures, tools and competencies of staff creates motivation and opportunities encourage the labeling of students as having additional needs and creating “calculating schools” (Meijer et al., 1995). Funding alone cannot make education inclusive, but a carefully designed funding system can take away obstacles for inclusive education and actively support it (Pijl, 2014). One alternative to input-based models can be funding based on services, combined with an element of funding based on impact.
2. Lack of support, guidance, and professional development for teachers and non-teaching staff coupled with quality assurance mechanisms are focused on document based deliverables create incentives and opportunities for schools not to provide educational services, but to provide documents on delivering educational services (e.g. grades, documentation on homeschooling). As a result quality educational services are not reaching end-users. Moreover, access is ensured, but new forms of segregation are developed within mainstream education. Therefore, quality assurance mechanism focused not on control and inspection, but support and improvement of school staff competencies is required.
3. Scarce resources devoted to schools with high demands from schools, create urge to use different sources, such as parental donations. When there is no system level solution, quality of available support will depend on parents’ socio-economic status.
4. Although similar, there are also significant differences among countries regarding IV manifestations and policy gaps. Therefore, in preparing recommendations context should be taken into account.