The Creativity Paradox in Vietnamese Preschools: When an Education Program Enhances Problem- Solving but Diminishes Originality

Skills and Inequality: Partisan Politics and the Political Economy of Education Reforms in Western Welfare StatesBusemeyer, MariusCambridge, Cambridge University Press (2015), 309 p., ISBN 978‐1‐107‐06293‐1

<p class="apa">The purposes of the research were: 1) to study the factors of Educational Management System in Small Primary School; 2) to investigate current situations problems and guidelines of developing educational management in small primary school, 3) to develop Educational Management System in Small Primary School and 4) to examine the results of usage Educational Management System in Small Primary School. The research was comprised of four phases: Phase1 studying the factors of educational system in small primary school; Phase 2 Investigating current situations problems and guidelines of developing Educational Management System in Small Primary School; Phase 3 Developing educational system in small primary school and Phase 4 Examining the results of usage educational system in small primary school. The instruments used for data collection in this study were a note- taking form, a questionnaire, an interview and an observation form. The statistics used for data analysis were mean, percentage, standard deviation and content analysis.</p><p class="apa">The results of the research found that:</p><p class="apa">1) The factors of educational system in small primary school comprised of 4 main aspects: (1) Input including with eight sub-factors; (2) Process including with two sub-factors; (3) Output including with two sub-factors; (4) Feedback including with one sub-factor.</p><p class="apa">2) The results of studying current situations and problems revealed that:</p><p class="apa">There are 10,877 small primaries.</p><p class="apa">The problems revealed that administrators lacked of supervision and did not followed up development of student’s quality, teachers did not clear about student-centered learning, parents and community lacked of cooperation in development of student’s quality and students’ quality were lower than benchmark.</p><p class="apa">The guidelines to develop found that both administrators and teachers needed to develop teachers in student-centered learning, curriculum in learning of teachers, media and technology, learning sources for learner’s learning and to ask for parents’ cooperation in development of student’s quality.</p><p class="apa">3) Educational Management System consisted of 4 main aspects, 13 sub-factors including with 42 indicators</p><p class="apa">4) Evaluating system factors by experts, the results revealed that there were the highest in every factor in 80%. The findings of evaluation system and manual of Educational Management System found that it was higher than 80%.</p><p class="apa">5) The examining of usage Educational Management System revealed that pre- treatment of usage educational management system was in the ‘least’ level. However, post- treatment of usage educational management system was in the ‘most’ level.</p>

I believe television is going to be the test of the modern world, and that in this new opportunity to see beyond the range of our vision we shall discover either a new and unbearable disturbance of the general peace or a saving radiance in the sky. We shall stand or fall by television. —Author E. B. White1 Television and other media represent one of the most important and underrecognized influences on children and adolescents' health and behavior in the 1990s. Their impact should be eliciting serious concern, not just from parents and educators but from physicians, public health advocates, and politicians as well (Fig 1). Although objections to various programming and advertising practices can exist on common sense, philosophical, aesthetic, humanistic, or public health grounds without strict scientific data,2 increasing numbers of studies document that a serious problem exists. Fig. 1. One political cartoonist's view of children's television. (Reprinted with permission from the San Antonio Express News .) By time criteria alone, television represents the predominant medium. Young people average 16 to 17 hours of viewing weekly, beginning as early as age 2.3 When video game and videocassette usage are added, some teenagers may spend as many as 35 to 55 hours in front of the television set.4 More families own a television set than a telephone.5 However, other media are important as well. Adolescents can spend nearly equal amounts of time listening to the radio, although music is used frequently as an accompaniment to other activities.4 ,6 More than half of all 15- to 16-year-olds had seen the majority of the most popular, recent R-rated movies in one study.7 In a separate study, 92% of males and 84% of females had seen or read Playboy or Playgirl by age 15.8Finally, playing …

Pharmacy technician accreditation standards updated

Update on the NAEPPCC Asthma Guidelines: The wait is over, or is it?

Colorectal cancer, which often requires ostomy construction, is increasingly prevalent. This highlights the need for ostomy self-care educational programs. This review assesses the effectiveness of these programs in improving self-care values and examines their key components. We conducted a systematic review following the PRISMA statement using MEDLINE, Scopus, and Web of Science (September 2025). The risk of bias was assessed using the Cochrane tool and Downs and Blacks checklists. We included randomized controlled trials that tested the effect of educational intervention programs on ostomized colorectal patients compared to no intervention, control, or placebo intervention. Data were pooled, and a meta-analysis was performed. We included 11 studies with 1011 patients. Meta-analysis results demonstrated significant differences favoring educational programs (SMD = 1,44; 95 % CI = 0,86;2,02; p < 0.001). The programs were highly heterogeneous in terms of timing, length, session duration, frequency, and number of sessions. The results of this systematic review with meta-analysis suggest that educational intervention programs improve self-care values in ostomized colorectal patients. The intervention components are highly heterogeneous and challenging to standardize. Multimedia educational intervention programs achieved superior results compared to traditional educational programs. Educational programs enhance self-care, with multimedia-based interventions proving more effective. Standardized, multidisciplinary programs with long-term follow-up are needed to sustain benefits and improve adherence.

Review question/objective What is the effectiveness of primary health education or intervention programs on improving knowledge of risks associated with heart disease for rural women? More specifically, the research questions are: • Do primary health education programs improve knowledge of risk factors for heart disease for rural women? • Does this knowledge translate to lifestyle changes for rural women and reduce their risk of future heart disease? Types of participants The review will consider all studies reporting interventions that included women aged 18-65 years, living in rural areas, who participated in primary health care education programs. Studies that included children or interventions for cardiac rehabilitation will be excluded. Types of intervention(s)/phenomena of interest The interventions of interest for this review are studies that evaluate the effectiveness of primary health education or intervention programs aimed at improving rural women’s knowledge of their risk of heart disease, eg group work, videos, telephone, workshops, educational material and counselling. Types of outcomes Primary outcomes of interest for this review include the following outcome measures: • knowledge level of heart disease risk factors • Lifestyle modification eg dietary improvements such as reduced daily salt intake, increased intake of fruit and vegetables and decreased intake of fat, increased frequency of exercise, decreased levels of smoking, alcohol intake within national guidelines, • Health assessment measures eg blood pressure, body weight, cholesterol levels

Young voters' low level of political knowledge, which impacts political participation, is still a phenomenon today. The influence of political knowledge on young voters' behavior is still being debated, and there is little empirical evidence, especially regarding political knowledge and voting behavior enhanced through specific educational programs. Therefore, an effective education program is needed to increase political knowledge and the desire of young voters to participate in general elections. This study aims to determine the effectiveness of educational programs in increasing political knowledge and shaping voting behavior among young voters in South Kalimantan Local Elections (Pilkada). We used a quasi-experimental research design by providing extension activities as an online educational intervention program to 41 participants. All participants took three measurement phases, starting from the pre-education program, post-education program, and post-Pilkada phase. The education program was conducted online by providing materials related to the reasons for using the right to vote, information on candidates, considerations for making choices, election techniques, and time and place for the election. The results of the analysis found that educational programs influenced the political knowledge and voting behavior of young voters. Thus, this educational program can significantly and effectively improve young voters' political knowledge and voting behavior.

This study was conducted to acquire the corporate companies’ perspectives on educational programmes under their Corporate Social Responsibility (CSR) initiatives. It was found out that very little research on educational programmes conducted under CSR initiatives. The aims of the study; therefore, to identify the goals of CSR educational programmes initiatives in rural primary school, to highlight the impact of CSR educational programmes initiatives to the pupils and rural primary school from corporate perspectives; and; to highlight corporate companies’ suggestions in reaching out to more rural schools. Qualitative research method was chose by interviewing five corporate companies which were purposively selected. This exploratory study was analysed based on themes that emerged such as educational programmes goals, impact on pupils, impact on rural primary schools and concern from corporate companies. Findings revealed that the main educational programmes goal is to improve the educational achievement in school. This is by having motivational and team building programmes, educational support programmes, environmental programmes for pupils; training and development for teachers; and motivational talks for parents. Corporate companies stated that participated pupils in CSR educational programmes, have made teachers, school and their parents proud. It was due to improvements among participated pupils by achieving good and better grades in academics and gained self-confidence. Thus, schools were contented that the school ranking has improved. Corporate companies did express their concern on the sustainability of the programme once the educational programme ended. This study concluded that educational programmes under CSR initiatives have given good impact to pupils and schools but, there was no presence of educational programme sustainability in a long-term towards both pupils and school.

ABSTRACT: The comparison of different dimensions of successful and unsuccessful educational system is a popular trend among educational researchers in developing countries. The educational success of Japanese students in international examinations has triggered many researchers all around the world to pay attention to the role of educational system of this country. In the meanwhile, Asian countries have a feeling of closeness to Japan and think they can follow the footsteps of Japan as an ideal model. In Iran and over the last two decades , the Japanese model of education has drawn the attention of researchers involved in education. This interest toward Japan stems from these facts: (1 ) Japan is an E astern country and abides by its cultural and traditional system ; and (2 ) Japan’s educational advancement. In addition, Iranian researchers pay particular attention to Japan’s primary school period as the most fundamental stage because international surveys , such as T i MSS ( Trend i n Mathematics and Science Study ) reveals that Iranian primary school pupils do poorly on the math and science exams. One of the reasons of such poor results is the weakness of educational assessment system of Iran. The present article attempts to look at the evaluation system in both countries from a comparative perspective. In the first part, the reasons for the comparison are clarified. In the second part, an overview of the two countries educational system is presented. Part three elucidates common evaluation methods in two countries. In the end, we conclude with a comparative outlook to some of the similarities and differences between Japan and Iran. KEY WORDS : The comparison , educational system , Japan and Iran, model of education , similarities and differences , and the math and science exams . About the Authors: Dr. Abbas Madandar Arani is a Lecturer at the Department of Education, Lorestan University, Khorramabad City, Iran; Dr. Lida Kakia is Chairwoman of Social Studies Group, the Education Organization of Tehran (District 6), Tehran City, Iran; and Zahra Babaei is Head of Ayob Hosayni Middle Secondary School, the Education Organization of Tehran (District 5), Tehran City, Iran. For academic interests, the authors can be contacted via their e-mails at: rie2000@gmail.com , lida.kakia@gmail.com , and babaei.zahra@ymail.com How to cite this article? Arani, Abbas Madandar, Lida Kakia & Zahra Babaei. (2015). “Comparative Perspectives on Educational Assessment System at Primary Schools in Japan and Iran” in EDUCARE: International Journal for Educational Studies , Vol.7(2) February, pp.93-102. Bandung, Indonesia: Minda Masagi Press and UMP Purwokerto, ISSN 1979-7877. Chronicle of the article: Accepted (September 29, 2014); Revised (November 14, 2014); and Published (February 28, 2015).

To establish the number and type of asthma patient education programs throughout Canada. National survey. Canada. Over a three-year period, contact was made with individuals and groups offering educational services for patients with asthma. Education given as part of a physician's consultation or a pharmacist's dispensing of medications for asthma was not considered a patient education program for the purposes of the survey. Contact was initially established by asking staff from well known asthma programs to provide lists of other such programs in their provinces or regions. Asthma programs were also identified from notices presented at Canada's Third and Fourth National Conferences on Asthma and Education. Lung associations, lay organizations and industry representatives affiliated with the Canadian Network for Asthma Care helped to supplement the list. Once identified, each patient education program was contacted by telephone and by mail to complete a 26-item questionnaire about their program. The province of Quebec was not included in the survey because it already had a province-wide, structured asthma education program and register. Seventy-four asthma education and management programs were identified outside Quebec. Staff in these programs were registered nurses (n=46), respiratory therapists (n=48) and other health professionals (n=21). Forty-one programs stated that at least one member of their staff had been trained as an asthma educator. In 71 programs, the initial patient encounter was of at least one hour's duration. Physician referral was required by 41 programs. The province of Quebec has a joint asthma education program provided by 114 asthma education centres throughout the province under the umbrella of the Quebec Asthma Education Network (QAEN). This comprehensive program is provided in hospitals and community centres by specialized educators - nurses, pharmacists or respiratory therapists - to patients referred by their physicians. A three-year search for asthma education programs in Canada identified 74 patient education programs (outside Quebec) for an asthma population estimated to exceed 1.2 million. For the province of Quebec, an integrated asthma education program is provided through a network of 114 education centres - the QAEN. The present survey shows that there has been progress in establishing asthma education programs in Canada, although there are significant regional differences in the availability of such programs.

Currently, the quality of education is one of the most important criteria for the successful functioning and implementation of educational and professional programs in particular and higher education institutions in general. A prerequisite for improving the quality of educational services in higher education institutions is the involvement of students as a separate group of stakeholders in this process. The purpose of the study is to analyze the participation of higher education students majoring in 017 Physical Culture and Sports in the process of internal quality assurance in the EPP «Sports Coach». Methods. After analyzing the literature, systematizing and summarizing them, we identified the most common forms of student involvement in improving the quality of higher education; sociological methods, namely a questionnaire survey, were used to conduct a statement pedagogical experiment, using the results of the questionnaire «Educational Program through the Eyes of Applicants» for 2022, 2023; mathematical and statistical research methods were used to process data and determine the percentage of survey results. Results. The study found that the involvement of higher education students majoring in 017 Physical Culture and Sports in the process of internal quality assurance of education takes place through a questionnaire survey; cooperation with student self-government bodies; participation in meetings of the Department of Sports and Sports Games, the Academic Council of the Faculty of Physical Culture; through the functioning of Google Forms, which are presented on the website of the department for making proposals for projects of educational and professional programs; through informal communication with the head of the department, the dean of the faculty, and the rector of the university; inclusion of students in the group of developers of educational and professional programs. The effectiveness of the implemented ways of student participation in the system of internal quality assurance of education is evidenced by the results of questionnaires «Educational Program in the Eyes of Applicants». After analyzing the data of 2022 and 2023, we concluded that the dynamics of evaluation of educational and professional programs «Sports Coach» has improved slightly over the year, in particular, higher education applicants are 0.5 % more satisfied with the list of educational components of the curriculum; by 2 % ‒ with the amount of time allocated for practical training; the overall assessment of the quality of the content of educational programs and the level of teaching of educational components has improved by 1.8%; the assessment of the quality of teaching and methodological support of disciplines has also improved by 2.9 %.

National Kidney Disease Education Program in 2004: a program in evolution.

QUALITY IN HIGHER EDUCATION: STORIES OF ENGLISH AND CZECH ACADEMICS AND HIGHER EDUCATION LEADERS

This article discusses the differences in the education systems in Germany and Turkey. In addition, this article will discuss educational management, curriculum, materials, and assessment systems in educational institutions. The purpose of this study is to find out what are the differences in the education system in Germany and Turkey. In addition, this article will discuss educational management, curriculum, materials, and assessment systems in Educational institutions. In this study, a qualitative descriptive analytical method is used. The two sources of research materials are primary and secondary data. Primary data is textbooks, and secondary data consists of government regulations, scientific publications, journals, and other relevant articles. with current studies. Data analysis techniques include data reduction, data transmission, and conclusion drawing. The result of this study is that education in Turkey and Germany has many significant differences. The following are some of the key differences: The structure of education in Turkey is as follows, primary education lasts 8 years, secondary education lasts 4 years. Higher education in Germany includes bachelor's, master's, and doctoral programs. Here are the differences in the education system between schools in Germany and Turkey.