Education Council Research Articles

Future-shaping themes: Digital age foresight in Turkish university strategic plans

Background: Universities affect their communities and ecosystems both directly and indirectly. The strategic plans of all Turkish universities with Higher Education Council accreditation were thoroughly examined within this context. An ecosystem where digital technologies are used more efficiently and extensively is necessary for the ideal of a more sustainable environment and a world with happy people. Purpose: This study's main aim was to discover how universities in Türkiye predict the digital age via the emphasis they place on digital themes in their future plans. Study design/methodology/approach: The content analysis technique utilised within the scope of document analysis was chosen as the best method to satisfy this study's objectives. Findings/conclusions: The study found five main themes regarding the future of higher education based on codes obtained from university strategic plans. Digital transformation, digital campus, digital education, digital infrastructure, and future-focused units were these themes. We analysed the content of these five areas in connection with four types of universities around the country to see if there was a significant difference in attitude towards the digital age. Only future-focused units significantly distinguished these four types of universities, it was found. Limitations/future research: The research primarily examined the digital age themes that are evident in the strategic plans of universities. Academic studies for future research may involve an examination of the content of strategic plans in relation with different themes and categorizations. The collected results might be subjected to comparisons in order to assess the effectiveness of strategic plans.

Conhecimento em cuidados paliativos entre estudantes de medicina

Abstract The aim of the study was to assess the knowledge of palliative care among medical students at three institutions in northern Minas Gerais. This is a cross-sectional, descriptive study carried out with 320 students from the 1st, 6th and 11th terms, using a survey instrument on philosophy, pain, dyspnea, psychiatric problems, gastric problems and communication. The results were evaluated by the mean percentage of correct answers, with unsatisfactory answers being up to 50%, acceptable between 51% and 70%, desirable between 71% and 80%, and excellent above 80%. The number of correct answers grew as the terms progressed, but with unsatisfactory or acceptable means. Although the students in the 11th term had completed all of the course’s theory, their mean scores were inadequate. These results highlight the need to implement the provisions of CNE/CES Resolution 3/2022 of the National Education Council in undergraduate medical courses to encourage assertive behavior in palliative care.

FORMATION OF STUDENTS’ SKILLS IN ANALYZING INFORMATION GRAPHS THROUGH CONSTRUCTIVE FEEDBACK

The research topic examines the performance of 12th grade students from the Nazarbayev Intel-lectual School in Semey in passing external summative exams, comparable to international AS/A-Level standards. The summative assessment system was developed in collaboration with the Cambridge As-sessment International Education Council and aims to measure the functionality of acquired knowledge and skills through a variety of tasks performed by students. The study also explores the international program for assessing educational achievements, such as PISA, among students in general education schools and Nazarbayev Intellectual Schools, focusing on mathematical and functional literacy. It was found that international exams like PISA and AS/A-Level often include visual organizers that require high-order thinking skills according to Bloom’s taxonomy. Currently, tasks corresponding to this type of international exam are being introduced in schools and universities in Kazakhstan. Therefore, innovative teachers should possess pedagogical and psychological methods and strategies. One of them is the CLIL strategy, which involves using are often accompanied by information graphics as visual organizers and constructive feedback to help students understand and solve tasks in international exams. This research not only examined various visual organizers in summative assessment but also provided constructive feedback to 11th and 12th grade students in biology and computer science. The article also carefully analyzed the analytical reports of international exams.

Future Policy Direction of Special/Inclusive Education in Nepal

This study critically analyzed the future policy direction of special/inclusive education in Nepal. Using qualitative data collected through document analysis, interviews, and focus group discussions. This study is based on the premises of qualitative research design under the interpretative paradigm followed by critical interpretive design to analyze and interpret the field data. For this, 15 (fifteen) policy experts from Ministry of Education, Science, and Technology, Department of Education, university professors, and 11 head teachers from 6 special and 5 integrated schools, and special education council members and members of disabled related organizations were purposively selected as the informants.
 The establishment of the Disability Right Commission at central level would be much effective for the overall development of special/inclusive education in Nepal. It has also been found that establishment of the special/inclusive education council secretariat would contribute to further expansion of special/inclusive education service in Nepal. Development of a provincial level master plan for special/inclusive education training for stakeholders has been strongly recommended for the overall development of special education in the country. The study also suggested that future policy development and its practice is to be based on research-based evidence. It also recommended for establishment of at least one special education center and one model school in each province, and at least one support center at each local level.
 This study implies that a coherent policy-making is required through the consultation with the relevant stakeholders from the central, provincial, and local level in such a way that there is minimum gap in the power sharing among agencies at different levels of governance. Finally, this study suggests for developing future policies that support establishment of residential schools, individual education plan, transitional planning and individualized family service plans to enhance the promotion of disability sector in Nepal.

Measuring the Efficiency of Turkish Research Universities via Two-Stage Network DEA with Shared Inputs Model

The efficiency of universities, which have a network structure of production process, is an essential component of performance measurement in education. However, most previous studies use traditional Data Envelopment Analysis (DEA), which disregards the network structure of the production process in universities. This study adopts a two-stage Network Data Envelopment Analysis (NDEA) with shared inputs model to assess the overall, teaching and research efficiencies of Turkish research universities. The findings show that only 6 out of 23 research universities are efficient, and some universities with lower world rankings are more efficient than those with higher rankings. On the other hand, no significant difference was found between the efficiency levels of regions with a high level of socio-economic development and regions with a relatively low level of socio-economic development. The study also evaluates the effects of different priority scenarios on efficiency and the optimal allocation of shared inputs between sub-processes. This study provides guidance for universities seeking to improve their performance and for the Council of Higher Education (CHE) in determining incentives for research universities. It also promotes the use of multi-stage NDEA with shared inputs model over traditional DEA for accurate efficiency assessment in the field of education.

대학생 중도탈락에 영향을 주는 고등교육기관 요인 분석

This study aims to identify variables related to higher education institutions that significantly affect the dropout rate in college students. To this end, 2022 data was collected from the college alert site operated by the Ministry of Education and the Korea Council for Higher Education, and two waves of multiple regression analyses were collected using the dependent variable “dropout rate” and seven independent variables (average tuition, scholarships per student, competition rate, number of students per full-time faculty member, secured teaching position, grade point average (percentage), and employment rate). The first analysis was conducted on all 219 universities selected for the study, categorized by institutional type (public, private) and region (metropolitan, non-metropolitan), and the second analysis was conducted by crossing institutional type and region, and reclassifying them into four categories. The findings are as follows. First, “grade point average (-)” was the only variable that significantly affected the dropout rate in college students in schools classified as public in the first analysis and those classified as public in the metropolitan area in the second analysis. Second, “competition rate” and “secured school site” were the variables that affected the dropout rate in college students in all analyses except in the case of public universities. Third, “scholarship per student” was found to be a negative factor related to the dropout rate in the case of private universities in the metropolitan area. Fourth, the variables “number of students per full-time faculty member” and “employment rate” did not show any statistical effect in this study. Discussion of the findings and suggestions for future research on college student dropout are presented in the conclusion.

AL JAM’IYATUL WASHLIYAH AS AN EDUCATIONAL INSTITUTION IN THE NORTH SUMATRA PROVINCE (Their History, Ideology, Educational Typology, and Problems)

Al-Jam'iyatul Al Washliyah is an Islamic educational institution in Indonesia that was founded in 1952 in Medan, North Sumatra. This institution was founded by Haji Mohd Arsyad Al Banjari to spread Islamic teachings and strengthen Muslim identity in Indonesia. Al-Jam'iyatul Al Washliyah has several branches in various regions in Indonesia. Through field study with phenomenological research, Al Washliyah was founded during the Dutch colonial period to unite Muslims and fight for Indonesian independence. They have a high commitment to education, establishing schools, and madrasas, and forming the Education, Teaching and Culture Council. This research will focus on the dynamics of the Al-Washliyah educational institution in the past, present, and future so that it can show the results of intellectual exploration among Islamic scholars (Ulama) and intellectuals regarding the dynamics of Islamic education in the classical and contemporary periods in Indonesia. This research is limited to the development of the Al Jam’iyatul Washliyah Educational Institution in North Sumatra, from 2016 to 2022 in 3 Districts/Cities and history by focusing on their Ideology, Educational Typology, and Problems.

Examining Turkish Graduate Theses on Mathematics Education for Hearing Impaired Individuals

The aim of this research was to conduct a systematic review to examine the theses written in Türkiye on mathematics education among individuals with hearing impairment. Studies were identified through searches of the electronic database of the Higher Education Council Publication and Documentation Department Thesis Center. Theses were the full text of which can be accessed until 30 September 2022. The inclusion criteria were met by 9 theses. In this research, theses were classified in terms of aim, study design, the sample definition of hearing impairment, the main results, and recommendations related to the learning and teaching process of mathematics education. The studies primarily focused on the impacts, due diligence, relationship identification, and perspectives concerning the teaching of mathematics to students with hearing impairments. A wide range of teaching methods, tools, activities, and resources were found to influence learning outcomes. The analysis of the theses underscored the significance of factors beyond hearing loss, such as teaching methods, students' experiences, and the ability to connect mathematical concepts to real-life situations. Sign language and gestures emerged as crucial for mathematics education. Despite some highlighted challenges in problem-solving and geometry performance, a plethora of recommendations was provided to enhance mathematics instruction for students with hearing impairments, ranging from classroom utilization to supporting and evaluating students. This comprehensive review underscores the need for diversified and tailored strategies to enhance mathematics education for students with hearing impairments.

The complexity of the grading system in Turkish higher education

Based on the academic performance grades of university students, various high-stakes decisions are made, including determinations of pass/fail status, the awarding of diplomas, and eligibility for placement in graduate education programs. According to the criteria used, the types of assessment are divided into two assessment, criterion-referenced assessments and norm-referenced assessments. When the grading system of state universities in Turkish higher education is examined, it has been observed that some universities use criterion-referenced assessment, some use norm-referenced assessment, and some use both assessment systems. The purpose of this research is to examine whether inter-university grading systems show significant concordance in the context of university students' letter grades or not. In other words, it is to reveal whether there are skew in the grading systems of public universities. In this context, 250 individuals were simulated in a way that their class/group achievement level would show a normal distribution. Among the public universities in the 2021-2022 Academic Performance Ranking of Universities (URAP), four state universities were determined in the first quarter, second quarter, third quarter, and last quarter. The letter grades of each student's academic success grade in the relevant universities were determined and it was examined whether there was a significant concordance between the letter grades of the students. In the study, it was concluded that in the context of university students' letter grades, inter-university grading systems generally do not show significant concordance. The findings are expected to contribute to the work of the Council of Higher Education and the University Education Commissions.

A Content Analysis of Theses on Public Education Centres in Turkey

The aim of this study is to shed light on future academic studies on this subject by evaluating the postgraduate theses published on public education centres in terms of thematic, methodological and statistical analysis techniques. Qualitative research method was used in the study. Content analysis was used in this study in which the theses in the field of public education centres in the National Thesis Centre database of the Council of Higher Education were examined. In this study, theses were scanned from the National Thesis Centre database of the Council of Higher Education by specifying the keyword "public education centres" without specifying the year. As a result of the search, it is seen that a total of 43 postgraduate theses were conducted between 1983 and 2023. No sample selection was made in the study and the entire study population was reached. Therefore, 43 postgraduate theses constitute the study group of the research. The "Publication Classification Form" developed by the researchers was used to analyse the theses included in the study. This form was analysed under seven main headings to reveal the year of publication, type, subject, university, language of publication, method and study group of the theses. When the results of the research are analysed, it is seen that 43 theses were made in 40 years, theses consisted only of master's theses, and the most theses were made on education and training. Quantitative studies were mostly conducted in the researches. When the universities where the researches were conducted are examined, it is seen that most of the studies were conducted at Gazi University, more trainees were selected as the study group in the researches and their opinions were consulted. The fact that public education centres provide services for trainees may have caused the studies to focus on them. In addition, it is seen that there are also studies on master trainers, managers and teachers working in Public Education Centres. Taking opinions from different segments such as parents and citizens may contribute to the structuring of public education centres and the revision of course programmes. It is seen that the publication language of the theses is mostly Turkish. It is understood that only English is used as a different language and there are no theses written in other languages. Theses to be written in languages other than Turkish will cause interest in these studies at the international level and may lead to the emergence of proposals for joint studies from different countries. Key words: Public education centres, non-formal education, content analysis.

Dış Politikanın Uluslararası Öğrenci Hareketliliğindeki Rolü: Türkiye’nin Afrika Açılımı Örneği

This article examines the impact of foreign policy decisions, specifically the Africa Opening Policies, on international scholarship programs and student mobility from Africa to Türkiye. The background of Türkiye’s African policy is discussed, along with policies made by different governments. The article evaluates student exchanges and scholarships in bilateral agreements and regional cooperation between Türkiye and African countries. The central question is whether the openings in Turkey's African policy have had any effect on student mobility from Africa. To answer this question, the article uses international scholarship programs as an instrument in Turkish foreign policy in the context of the Africa Opening Policies as a single case study, which is designed to provide an in-depth understanding and contextualization of scholarship programs within foreign policymaking. Analyzing the policy documents from relevant institutions such as the Council of Higher Education, the Ministry of National Education, and the Presidency of Turks Abroad and Related Communities, the study uses process tracing methodology to show that foreign policy openings and desired relations with a particular country or region affect the design and priorities of international higher education programs. Thus, the article explores foreign policymaking as a driving factor in developing international student mobility in Türkiye.

An evaluation of the level of financial reporting compliance of public schools in Kwazulu-Natal

The financial management and reporting practices of public schools in KwaZulu-Natal (KZN) are a matter of concern. Section 42 of the South African Schools Act (SASA) requires that the Member of the Executive Council (MECs) for Education in KZN develops financial reporting guidelines for the schools. As a result, each province in South Africa has its l financial reporting guidelines that provide a framework for schools to report their financial information accurately and transparently. However, there are concerns about the lack of financial accountability and transparency emanating from improper financial reporting on the parts of the schools. Poor reporting practices of KZN schools may lead to negative consequences such as financial mismanagement, misappropriation of funds, and inability to account for expenditures. As a result, this study examined how public ordinary schools complied with the financial reporting re­quirements set forth by the KZN Provincial Department of Education (PDE). The study used a content analysis method to collect data from 58 schools’ yearly financial statements over a two-year period. Descriptive statistics were used to analyze the quan­titative data gathered from the financial statements to assess the degree of conformity with KZN PDE financial reporting rules. The findings revealed various instances of public schools failing to follow the rules. The schools’ reporting practices were parti­cularly poor since they did not adhere to the reporting standards. The research contri­butes to understanding financial reporting compliance levels among schools in KZN. The study also provides recommendations to improve compliance and promote school financial accountability.

Whāia te iti kahurangi, ki te tūohu koe me he maunga teitei: A journey of pursuing aspirations for bilingual tamariki

My husband and I are parents of four beautiful bilingual tamariki. When our children started primary school, we chose the local school, which is very good but, at the time, the provision of te reo Māori and tikanga Māori was lacking. I am also a kaiako and academic within the realms of te reo Māori and tikanga Māori, particularly in the contexts of whānau and education. Informed by my dual role as parent and educator, this reflection shares some of our experiences throughout our children’s primary school years. I also highlight the challenges we faced in the pursuit of our aspirations. Utilising the Tātaiako: Cultural Competencies for Teachers of Māori Learners framework, I discuss the progress and shifts in attitudes regarding bicultural and bilingual teaching and learning (Education Council Aotearoa New Zealand & Ministry of Education, 2011). I conclude by sharing my vision for my future mokopuna.

Examining the Impact of National Education Councils on Education Management Policies

The aim of this study is to make inferences about education management policies based on the decisions taken in the National Education Councils (1-20). In the study, qualitative research method and document analysis were used. The study was also based on National Education Council (NEC) decisions, which are available on the official website of the Ministry of National Education, Board of Education and Discipline, and whose full texts have open access. Some of the decisions taken in NECs involve various issues related to educational management. As a result of the analysis of the research data, six themes emerged. These; legislation, organizational structure, curriculum, educational practices, environment and teacher- education manager. Decisions regarding these themes are made at different education levels (pre-school, primary education, secondary education, higher education). In addition, not only education levels are used in determining educational management policies within NEC decisions; many factors (legislation, curriculum, educational practices, environment, teacher-education administrator) are effective. The themes identified in the study are interconnected and supportive of each other. Based on the findings of this study, it is recommended to establish a control mechanism to better monitor education management policies based on the decisions taken in NECs to understand whether or not they are implemented or to what extent they are implemented.

The Impact of Financial Aid Programmes on Access to Higher Education in Ugandan Universities

In Uganda, limited financial resources often obstruct higher education opportunities, particularly for those with modest incomes. Various financial aid initiatives have been introduced in an attempt to rectify this issue for equitable access. This study aimed to investigate the impact of financial aid initiatives on higher education accessibility, guided by two main research questions: (1) To what extent do financial aid programmes bolster access to higher education? (2) What challenges do students face in accessing financial aid for higher education? Employing a mixed-methods approach, data on enrollment into higher education institutions in Uganda were extracted from a National Council for Higher Education (NCHE) 2020 report for an overview into impacts of financial aid on access to higher education. For contextual and in-depth insight into the impacts of financial aid programmes on access to higher education, secondary data on loan schemes in two public universities and the Kabaka Education Fund in a private university were obtained and analysed using descriptive statistics. To understand the experiences and perspectives of financial aid programme recipients, qualitative interviews were conducted with a sample of 138 beneficiaries, including 12 individual recipients and 13 focus group discussions (FGDs) that involved 126 progressing recipients with about 9–10 persons per group from the three selected universities, whose responses were analysed using thematic content analysis. The results revealed that much as financial aid programmes have improved access to higher education in Ugandan universities, most financial services remain accessible primarily to wealthier individuals owing to barriers including application procedures, expenditure, discriminatory practices, limited information, a negative attitude towards aid and demotivation. The study recommends prioritising strategies that address the needs of a diverse student population to ensure equitable access to higher education, thereby promoting human progress, economic development, and the achievement of sustainable development goals.

Instructional Insights: Building Well Aligned Courses Using Performance-Based Backward Design

This paper describes an example of collaborative course development, in which occupational therapy faculty members designed a two-course sequence for teaching content related to occupational therapy with children and youth. They used a backward course design approach and performance-based learning objectives to create alignment between Accreditation Council for Occupational Therapy Education (ACOTE) standards, course assignments and instructional content. The authors present examples from their course design, along with evidence-based resources to guide educators working on developing new courses or revising existing courses. Outcomes achieved from four years of teaching and refining the developed courses are also described.

Factors Influencing Prospective Students to Join Higher Learning Institutions: Insights from Mbeya University of Science and Technology

The recent expansion of educational boundaries has created a competitive market, and higher learning institutions are resorting to digital marketing to reach out to prospective students. This study investigated the factors that affect potential students’ enrollment in Higher Learning Institutions (HLIs). A sample size of 384 was used in the explanatory cross-sectional study design. We used both descriptive and inferential analyses. The results showed that students' education level and entry credentials were statistically significant at p<0.05 and p<0.01, respectively, while income level was statistically significant at p<0.01. It was also discovered that the National Council for Technical and Vocational Education (NACTE), alumnae, the Tanzania Commission for Universities (TCU), and university websites were trustworthy sources of information. Therefore, academic level, entry qualification of the respective institution, NACTE, alumnae, TCU, and university website influence information search on HLI opportunities. It is suggested that HLIs make admission qualifications available to prospective candidates and commit to quality programmes and excellent services.

Ensuring Continuity of Health Professions Training Amid a Global Pandemic: Lessons From the Uganda Safe Schools Initiative.

Uganda experienced 2 COVID-19 waves that challenged health professional education. All health professions training institutions (HPTIs) in Uganda closed in March 2020. Cognizant of the threat to quality education and the frontline workforce, the National Council for Higher Education (NCHE) and Seed Global Health partnered to examine the risks and benefits of HPTI reopening through the Safe Schools Initiative (SSI). This article described the processes to unify stakeholders in health professions education and the outcomes from these discussions during the COVID-19 pandemic in Uganda.During the first COVID-19 wave, the SSI conducted consultative meetings with key stakeholders. The SSI developed guidelines around student welfare and issued standard operating procedures (SOPs) for HPTI reopening. The NCHE recommended in-person learning for final-year students and online learning for junior years, resulting in HPTIs being the first academic institutions to reopen in the country. During the second COVID-19 wave, schools closed again. The SSI utilized recently published literature and quantitative data to inform decision making in addition to expert consensus. The NCHE recommended immediate phased reopening for students in clinical years, blended learning for nonclinical years, and prioritizing health professions education in future lockdowns. Consequently, HPTIs reopened within a month of closure. The SSI demonstrated that national advocacy for health professions education can be effective when engaging stakeholders to build consensus around difficult decisions.Key lessons learned from the SSI include the following: (1) collaborating across sectors in health professions education can amplify change, (2) occupational health guidelines must include health professions students, (3) investing in online education and simulation has value in outbreak-prone areas, and (4) systemic inequities in health professions education will require persistence and advocacy to correct. Future pandemic preparedness must prioritize HPTIs to ensure quality education and continuity of a frontline workforce.

Information-seeking Strategies Used and Challenges Encountered by Art and Design Students in Uganda When Seeking Information

Access to relevant information is crucial for Art and Design students to meet their information needs and achieve their educational goals. This paper explores the information-seeking strategies used by Art and Design students in diplomaawarding institutions in Uganda, and the challenges they encounter when seeking information to meet their information needs. This is part of a doctoral study that investigated the information-seeking behaviour of Art and Design students in diploma-awarding institutions in Uganda. The study population comprised Art and Design students in the four Art and Design institutions, library heads in the same institutions, and directors at the National Council for Higher Education (NCHE). Data was collected using questionnaire, interview and observation methods. Data was collected from February to August 2022. The study revealed that Art and Design students use various information-seeking strategies to locate and access information. Browsing online images, photographing activities in the environment, recording videos of activities in the environment, and consulting Art and Design librarians were the most used. The least used strategies included browsing art and design collections on library shelves, using keywords, and using Boolean operators. The study found that Art and Design students encountered varied challenges when seeking information. The key challenges were lack of Internet at the institutions, inadequate and outdated information materials in the library, slow Internet, high cost of Internet data, and lack or inadequate knowledge to evaluate the quality of information on the Internet. The key recommendations included the need for Art and Design institutions to invest heavily in ICT infrastructure, including Internet connectivity, and also to develop information literacy courses for the students; the need for the NCHE prioritise monitoring of the study institutions to ensure compliance with library standards; and the need for the Government of Uganda zero-rate the Internet in the study institutions.

The Impact of Financial Aid Programmes on Access to Higher Education in Ugandan Universities

In Uganda, limited financial resources often obstruct higher education opportunities, particularly for those with modest incomes. Various financial aid initiatives have been introduced in an attempt to rectify this issue for equitable access. This study aimed to investigate the impact of financial aid initiatives on higher education accessibility, guided by two main research questions: (1) To what extent do financial aid programmes bolster access to higher education? (2) What challenges do students face in accessing financial aid for higher education? Employing a mixed-methods approach, data on enrolment into higher education institutions in Uganda were extracted from a National Council for Higher Education (NCHE) 2020 report for an overview into impacts of financial aid on access to higher education. For contextual and in-depth insight into the impacts of financial aid programmes on access to higher education, secondary data on loan schemes in two public universities and the Kabaka Education Fund in a private university were obtained and analysed using descriptive statistics. To understand the experiences and perspectives of financial aid programme recipients, qualitative interviews were conducted with a sample of 138 beneficiaries, including 12 individual recipients and 13 focus group discussions (FGDs) that involved 126 progressing recipients with about 9–10 persons per group from the three selected universities, whose responses were analysed using thematic content analysis. The results revealed that much as financial aid programmes have improved access to higher education in Ugandan universities, most financial services remain accessible primarily to wealthier individuals owing to barriers including application procedures, expenditure, discriminatory practices, limited information, a negative attitude towards aid and demotivation. The study recommends prioritising strategies that address the needs of a diverse student population to ensure equitable access to higher education, thereby promoting human progress, economic development, and the achievement of sustainable development goals.