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This study aims to investigate the social empowerment of underprivileged and low-income communities through both formal and non-formal education in Cirebon City, West Java. The research method used is a literature study that focuses on the theme of Community Social Empowerment, formal and non-formal education. Resources come from secondary data in the form of public documents from the Office of Social Workers and Transmigration; Strategic Plan Document (RENSTRA) Cirebon City Education Office 2016-2021; and relevant literature. The results of the study consist of two sub-discussions. First, social empowerment of underprivileged communities through formal education is carried out in a simple and synergistic manner in accordance with the conditions of the community. Second, empowerment of low-income communities through non-formal channels is carried out through the concept of the Community Learning Activity Center (PKBM) and the Course & Training Institute (LKP). Both educational programs are said to be successful if there is a change for the better where the influence can be seen in the formation of characters such as self-confidence, creativity, and individual independence. The expected implication is that local governments can evaluate the Strategic Plan (RENSTRA) of the Cirebon City Education Office for 2016-2021 and carry out intense collaboration by collaborating with the private sector and educational institutions so that in the future, community social empowerment has a better contribution to national development. Both educational programs are said to be successful if there is a change for the better where the influence can be seen in the formation of characters such as self-confidence, creativity, and individual independence. The expected implication is that local governments can evaluate the Strategic Plan (RENSTRA) of the Cirebon City Education Office for 2016-2021 and carry out intense collaboration by collaborating with the private sector and educational institutions so that in the future, community social empowerment has a better contribution to national development. Both educational programs are said to be successful if there is a change for the better where the influence can be seen in the formation of characters such as self-confidence, creativity, and individual independence. The expected implication is that local governments can evaluate the Strategic Plan (RENSTRA) of the Cirebon City Education Office for 2016-2021 and carry out intense collaboration by collaborating with the private sector and educational institutions so that in the future, community social empowerment has a better contribution to national development.

An important aspect of teaching in vocational education and training is the issue of teacher currency. In the context of current VET requirements in Australia, the ability of a teacher to possess current knowledge about industry processes and practices is one of the fundamental cornerstones of vocational teaching. There are two primary requirements for vocational currency. One is the government administrative requirements through audit compliance and the other, is a notional desire by industry and teachers to be up-to-date with contemporary workplace policies and procedures. The acquisition of current workplace knowledge is typically attained by VET teachers through industry placements, a form of professional development. Industry placements are defined in this thesis as a voluntary period of time spent by a teacher to work in situ in a host organisation. The purpose for pursuing this form of professional development is to enable the teacher to observe and peripherally participate into that organisation's work activities. Industry placements may be a catalyst for the development of communities of practice, and in part, this is one of the foci of inquiry in this thesis. Current literature points to the benefits of industry placements. These include increased repertoire of current industry knowledge, enhanced classroom teaching and learning practices, the development of networks with industry professionals and the ability to use authentic artefacts and industry resources in the classroom, for the benefit of the students. Yet it seems that aspects of the industry placement, particularly as it relates to the nature of the learning derived through an industry placement, and the post placement outcomes for teachers, have received less detailed attention by researchers. This qualitative research addressed the following research questions: 1. What is an industry placement? 2. What do teachers perceive the learning to be - who learns what? 3. What factors enable or disable the teachers' learning in the industry placement community of practice? The research was limited to VET business discipline teachers. The research entailed a re-analysis of data gathered through a previously distributed voluntary survey that gathered information about the perceived value of industry placements. It then further interrogated teacher experience through in-depth semi-structured interviews with four VET business discipline teachers who had prior industry placement experience. In relation to question two, it was found that industry placements may positively impact upon teacher professional identities, reaffirming existing vocational competencies, and to some extent, enhance teaching and learning practices. Industry networking opportunities, whilst present, are not generally pursued. Additionally, it appears that there is little or no effort / interest in post-placement follow-up by the educational institution, consequently opportunities for capacity building are not maximised, signalling a lack of commitment by the educational institution to this type of professional development activity, other than to meet audit compliance. In relation to question three, it was found that teachers' ability to learn in the workplace is, as expected, influenced by a number of factors including the commitment of the host organisation and the educational institution to the industry placement initiative itself; the planning that precedes the industry placement; the openness of the host organisation to sharing their resources and knowledge; and the integration of the teacher into the day-to-day workplace activities and practices. In addition to these factors, the quality of the industry placement experience appears to be influenced by the agentic nature of the individual teacher, including their individual capacities to negotiate and mediate the challenges in that work environment. Consequently, the conclusion argues that a different approach to industry placement ought to be adopted by educational institutions. It is suggested that strategic links should be formed with industry to enhance commitment to, and facilitate industry placements with a view to building societal capacity to support a knowledge-based economy.

From last 20 years, Information Technology has brought a great revolution in the education system. Information technology provides additional opportunities to the students for attractive learning. As a result technology usage has been widely increased in educational institutions. From the last few years class room learning process has been significantly changed. Today Smart Board (SB) is being used as a new educational tool for the students and teachers. This technology attempts to provide the delivery of learning from teacher to student in a more flexible and comfortable way. SB technology is one of such broad technology that has been evolved to rapidly deliver lectures in class rooms. The main focus of this research is to identify the use of SB technology in today’s educational institutes. The study of SB identifies its effect on student’s attitudes and their achievement plus teacher’s acknowledgment, complications and interpretation on the use of SB. This research also articulates the issues relevant to SB performance in schools as well as its contribution towards the development of students learning in the classroom.

Integration of ICT with education is rapidly becoming a crucial issue in modern education policy. Many experts in education agree that when ICT is properly applied in teaching and learning, it contributes infinite benefits in enhancing teaching and learning as well as creating other related ICT opportunities. Actually, this has triggered the industrialized nations in the world to equip their learning institutions with computers and employing professional tutors to assist students become proficient and efficient in technology. ICT in education improves instructional delivery process hence enhancing learners’ participation during teaching and learning process. Developed nations like USA have invested so much on research and publications on ICT related areas for use in their educational institutions. In 1995, the USA government bought more than one million computers to be used in elementary schools and over fifteen million in secondary schools. As reported by Chin and Bergheim (1984), the US government’s fiscal year of 2001 budgeted over $529 million for computer training in schools. In response to the Education Reform Act of 1988, the British government spent over $324 million in sponsoring the use of computers in schools’ management and administration. Britain and United States have been spending so much on ICT in education since then as well as other industrialized states. Developing countries have recently started to embrace ICT through construction of ICT enabled environments equipped with internet connectivity technologies. These ICT technologies facilitate connection of different learning institutions in order to exchange/share learning materials, enhance academic performance in education and improve cultural understanding among different people worldwide. Kenya has the potential of being among the major world market players in ICT by reinforcing her ICT policy in secondary schools through the ministry of education. ICT may act as a: supporting tool during instruction delivery process; management tool for economic development and high technological instrument for development. This research was aimed at exploring the impact of information and communication technology in teaching and learning in Kenyan public secondary schools. Article visualizations:

У статті окреслено системний підхід як один із методів профілактики насильства та булінгу в закладах освіти. З’ясовано поняття «боулінг», «кібербулінг», «кібермоббінг», «інтернет-моббінг». Висвітлено значимість і важливість притчі у вихованні молоді та застереженні її від насильства, що сприяє досягненню цілей і мети у профілактиці булінгу. Основну увагу зосереджено на зростанні агресивності у вихованців, що проявляється у різних реакціях: злість, підлість, образа, роздратування, схильність до фізичних дій, зокрема готовність вирішити проблеми та спірні питання за допомогою фізичної сили. Досліджено статистичні дані щодо прояву булінгу в закладах освіти України і США.

The role of information technology in teaching, research and administration is that we are aware of the strategic tool for institutions. Data works using digital technology and digital systems is an integral part of teaching administration, research and community service in higher education. Educational institutions are often driven by political and contextual considerations, not evidence of pedagogical impacts. By utilizing the professional experience of college innovators and many international case studies, practical all aspects of university advice and guidance on university management is an interesting, comprehensive and easily accessible practical guide, from culture to university and the role it plays, to providing leadership effective and manage change. At STIT Raden Wijaya Mojokerto. This is a system of teaching, research and community service to meet the industrial era. 1) The availability of abundant information, advanced technology, and rapidly changing societies, greater convenience in the daily life of the capital must reform the education system as the core of international competition, education is developed students to develop student learning and undergraduate education, improving learning environments, and increasing teacher training, transforming learning environments into purposeful, generative learning, attentive learning, and results-based learning. 2) Given the diverse learning needs and involvement of diverse student populations, the institution needs to develop skills with a flexible approach to teaching important to improve student success. Professional development provides exposure to effective evidence-based teaching strategies in online contexts, can improve their teaching practices. 3) Supporting refills and patches reform strategies to improve digital status. While the development of digital technology provides cheap resources for educational practices, this can be done by raising reformist leadership, initiators and strategic planners, supported leadership. building collaborative supported pedagogical systems and learning support organizations and helping teachers develop four new roles: learners, facilitators for student-centered learning, collaborators and researchers.

The pedagogy in the business discipline is nowadays in the midst of revolutionary change. It attempts to adopt an approach with the implementation and applications of technology in the authentic commercial environment based on students' learning and training in computer science. The attempt can be materialised in various ways; one of them is the introduction of Business Technology Centre under Caritas Institute of Higher Education which equips students with project-based, problem-based, and flexible learning using modern business technologies. Under the supervision, students are encouraged to take part in cross-disciplinary scheme teams aiming at conducting project- and problem-solving on practical business issues whereas they enjoy in sharing their expertise and techniques with each other. As a result, students have been nurtured with practical experience in business technology and applications together with learning experience and higher degree of employability. In particular, the paper highlights the importance of the incorporation of computer studies in business education and that of business studies in computer education, solving the shortcomings of business education with the introduction of computer science on one hand and those of computer studies with its applications in business case studies.

In this thesis the aim has been to consider student learning in Business Education in the 16-19 age range through an examination of aspects of Experiential Learning. The main aspects of Experiential Learning that have been focused on include enterprise, work-related learning, risk and failure and how these impact on student learning and motivation. There is also a focus on the Young Enterprise Programme. The methodology used in the research is underpinned by a pragmatist paradigm in terms of the choice of methods, which has led to the use of a mixed methods or 'blended' approach. Data was collected from the key stakeholders in the 16-19 age phase of education and included the students themselves, educational institutions, teachers, employers, and students involved in the Young Enterprise Programme. The data was then analysed in order to illuminate the six themes for investigation. An initial study was undertaken and the findings from this indicated a dichotomy between schools and colleges in how Experiential Learning was used. More significantly however, there was contradictory evidence with regard to risk taking, and the opportunities which students are given in order to experience failure. These findings, alongside key aspects of the literature, were used to develop six main themes for investigation. The main study that then followed, indicated that experience of risk and failure, often via informal and incidental learning, can lead to new understanding and new modes of thinking. It also indicated that although valuable, work placement does not always provide a meaningful and consistent experience for students, and may encourage them to focus on success and the established ways of doing things. The findings then led to the conclusion that in a successful collaborative group, learners can have the support and encouragement to take risks and make changes. In turn, such groups and the associated support that they provide can promote more effective work related Experiential Learning. The findings from the main study, and the subsequent discussion and analysis of these, and also led to a consideration of the implications of the study for professional practice. Young people seeking work in the future are likely to need to be more flexible and entrepreneurial in their attitudes. The research indicates that the education system needs a greater capacity for innovation and creativity, in relation to facilitating the experience of risk and failure for students, in order to develop those flexible and entrepreneurial attitudes.

The construction of lifelong education system in Taiwan Policy context , Development path and Revelation

For the last two years, all Philippine educational institutions had to adapt flexible learning. All personnel and students underwent orientation and training to their institution’s Management Information System (MIS). These institutions are utilizing either MIS mandated by the Department of Education, subscribed to or created by the institution itself. Challenges and concerns have been noted on the use of these MIS worldwide. Hence, this study elucidated the experiences and challenges of admistrators, faculty and students with their existing MIS among public and private educational institutions in the Philippines. Using a qualitative comparative case study design, the researchers draw the experiences of the participants on their existing MIS. The findings of the study revealed three main themes on the experiences of the participants with their existing MIS: excellent way to systematize and organize, a work in progress and encompassing of all institutional services. On the resolution of concerns and challenges with their MIS, prevailing themes were: having an efficient and expert Information Technology (IT) team, continuous feedback and improvement, and unresolved due to poor internet connectivity. As to how these challenges affected their performance, themes clustered on: improved and more efficient, negatively affected output and efficiency, and unaffected. This study highlighted the importance of proper orientation and training of all personnel and students, for an effective MIS which must be managed by an expert IT team. Despite the challenges encountered, the use of the MIS led to the better performance of the participants’ duties and responsibilities.

The technological process of training is based on the receipt and transformation of information, so any pedagogical technology can be called information technology. Currently, with the help of information and communication technologies, teachers of medical institutions can create and conduct exclusive classes, attracting students to their development. The use of the latest technologies simplifies the perception of the material being studied, which means that it positively affects the effectiveness of the educational process. The article deals with the possibility of using business games in the training of medical students. To prepare graduates of this level, it is necessary to revise the system of traditional education in medical universities, develop new approaches and methods in higher medical education, where educational modeling using information and communication technologies plays a significant role through diagnostic and therapeutic tasks, problem situations, and especially educational business games, which allow to bring as close as possible students to real clinical practice. Ultimately, the use of information and communication technologies in the educational process in general and in the professional activity of a teacher of higher education is an integral element of the development of education in the context of an emerging information society. Information and communication technologies fill the educational process with new content, allow students to develop new skills and competencies, and the teacher to conduct classes at a higher quality level.

Every educational institution has a mandatory requirement of installing multiple operating systems and/or computing environments which is in line with the academic curriculum followed by the institution. Further, the fast growing and a dynamic IT trend demands constant upgradation and installation of new operating systems and supporting applications as the requirements change. To be competitive enough and to stay ahead in market place every educational institution tries its level best to tune itself as per various industry requirements. As such lab preparation is a constant ongoing process which poses a great burden on the shoulders of a system administrator involved in managing the learning environment in an educational institution. In order to support multiple operating systems on a single PC hard drive needs to be partitioned. At the same time this also poses greater inconvenience to students as they need to reboot the system every time they need to switch from one operating system to another. All these issues are addressed by VMware workstation software which enables to run multiple x86‐compatible desktop and server operating systems simultaneously on a single machine, in fully networked, portable virtual machines with no rebooting or hard drive partitioning required which proves to be an indispensible tool for every educational institution. In the current paper, the authors have proposed a model for the smooth functioning of a computer lab using VMware workstation software which dynamically gets tuned to the users requirements. The different levels of users are identified and tasks are assigned as per their role in the institution. Three-tier architecture is employed wherein different levels of users will be operating at different layers of the architecture. At the lowest layer VMware solution is proposed and only the admin has the privileges to interact with this layer. The model proves to be extensively user friendly for all levels of users.

At the dawn of the twenty first century, the educators and young people in Turkish schools face a profoundly changed world regarding new information and communication technologies that are being applied in educational processes. This paper investigates the World Links for Development (WorLD) Programme, which has been in place to introduce new learning methodologies in some pilot schools of the Ministry of National Education (MONE) in cooperation with the World Bank Institute (WBI) since September 1998. This challenging WorLD programme, which is in place in 26 countries, encompasses the innovative, cross-cutting series of activities to strengthen teaching and learning at the level of the school and classroom developed by the World Links for Development (WorLD) and Basic Education Programme (BEP), respectively, both of which focus on youth, educators, and policy makers in Turkey. Indeed, to attain desired long term sustainable development, the MONE must ensure that the youth, who comprise a significant proportion of our population, acquire the knowledge lifelong learning skills, and values and attitudes they need to become active, productive members of the society. After the implementation of the pilot phase of the World Links project, the MONE has decided to expand the project over selected 67 schools in 43 provinces to meet high quality education demand of the youth.

Over the past few years, the use of information and communication technologies (ICT) in education has grown rapidly. The benefits of ICT adoption are evident. However, it is a known fact that teachers face many challenges in integrating ICTs in their teaching to enhance student learning. Based on a study of selected universities in Kenya, this paper examines the relationship between university students’ training in computing and their motivation to use ICT resources to learn. The study was guided by Rogers Diffusion of Innovations theory of 2003 which addresses change levels that teachers progress through in technology integration. Purposive sampling technique was used to select five universities that offer Bachelor of Education degree and 404 respondents who participated in the study. Data was collected using a questionnaire. The data collected was analysed descriptively with the help of the SPSS computer program version 20.0 and presented in the form of frequencies, means, standard deviation and percentages. The inferential statistics used to determine relationships among variables was the Pearson Moment Correlation. A p-value of less than 0.05 was interpreted as significant. The results of the study indicated that there was a significant relationship between university students’ level of training and their motivation to use ICT resources for learning. Based on the findings, it is recommended that ICT integration be made part of undergraduate training in universities in order to equip future educators with ICT skills and that higher education institutions should provide in-service training on ICTs for teachers. The study contributes vital knowledge on the challenges of integration of ICT in institutions of higher education in Kenya. This will help policy makers to come up with strategies to ensure ICT is integrated in learning institutions to enhance learning outcomes and improve the quality of education. Keywords: Bachelor, Education, Computing, Kenya, Teacher Training, Motivation, Integration, Universities, ICT

New information technology is significantly altering business, institutions, schools and the ways in which people live and work. One of the most profound changes is in the educational delivery system. Distance education has become an important means of teaching and learning in schools worldwide. This article first introduces the attributes of distance learning, followed by discussing four generations of distance learning formats. The advanced distance education technology has the potential to create new learning experiences and increase learning opportunities significantly. With the advent of real-time multimedia communication technology, instructors and learners will be able to collaborate in a worldwide learning community, no longer restricted by geography or availability of rooms, instructors, or learners.