Schools In Countries Research Articles

Changes in integration and wellbeing by educational background among migrants in Kristiansand

Abstract Background Integration levels and wellbeing of newly arrived migrants change according to their everyday activities in their new home country. Although migrants have very different educational backgrounds and expectations regarding work in Norway, the compulsory educational activities are the same for all, disregarding their educational background. Aims To examine the changes in integration and wellbeing among newly arrived migrants participating in a compulsory integration program in Norway, according to their educational background. Methods As part of the Integration for Health project (I4H) we collected information from participants in Kristiansand municipality through a self-filled questionnaire in 2023 (N = 102) repeated six months apart, including questions from the Immigrant Policy Lab Index and the WHO-5 Well Being Index. For both screening tools, higher scores indicate better integration and wellbeing. Information on educational background was dichotomized into either health or non-health (natural and technical) sciences, using health sciences as the reference. We used generalized estimating equations to calculate relative risks (RR) with 95% confidence intervals (CI) adjusted for age and gender. Results The mean age was 34 years (SD 8.3) and 59% were women. Mean residency time was 3 years (SD 0.14). In terms of education, 14% had health sciences, and 86% had other educational backgrounds. We did not find change in wellbeing over the six-month period (RR 1.0 (95% CI 0.9-1.1), and this trend was similar for both educational groups (RR 0.9 (95% CI 0.8-1.1). Integration score slightly increased after six months (RR 1.0 (95% CI 1.0-1.1). However, there was no difference by educational background (RR 1.0 (95% CI 0.9-1.0). Conclusions Changes in wellbeing and integration among participants in the compulsory introductory program with short residency time, do not seem to vary by educational background in a six-month period. Key messages • Schools and introductory programs in the host country can be used as a arena to enhance both the integration and wellbeing of newly arrived migrants. • Strengthening migrants’ educational opportunities in the new host country is also of importance.

Does Early Childhood Education Matter on Reading Achievement Among Arab Countries

Our research focuses on the impact of Early Childhood Education (ECE) in the reading achievement of pupils in primary schools in MENA countries. The study employed the international data from PIRLS 2016 to identify the effect of early literacy practices on later reading attainment. Leveraging data from the 2016 Progress in International Reading Literacy Study (PIRLS) by the International Association for the Evaluation of Educational Achievement, we utilize ordinary least squares (OLS) regression and quantile regression to estimate education production functions for each country individually. This approach enables us to assess how coefficients on explanatory variables vary across the spectrum of test scores. The results show that in MENA countries, early childhood education, which develops pupils’ skills acquisition before formal schooling, improves their reading performance. In sum, The Early childhood education effect can be reinforced through government policy and family background. In addition, we recommend a universal access to early childhood education., concentration of early childhood services in the private sector makes the programs confined only to wealthy people who can afford them, especially people living in urban cities and improve the quality of early education by implementing appropriate curricula and modern teaching.

Labor Substitutability among Schooling Groups

Given worldwide trends in education, wage premium for schooling, and real GDP, we derive a lower bound for the long-run elasticity of labor substitution across schooling groups of around 4, which is far higher than values commonly used in the literature. We exploit our bound to reexamine the importance of human capital in cross-country income differences, including the roles of school quality versus the skill bias of technology in the greater efficiency gains from schooling in richer countries. (JEL E23, E24, I26, J24, J31, O15)

Navigating Stepwise Lifestyle Mobilities via the Global South: Japanese Migrant Families’ Negotiation of Educational and Lifestyle Aspirations in Malaysia

ABSTRACTStudies of the transnational migration of East Asian families have examined how they enhance their status and well‐being by moving their children to schools in Western anglophone countries. Although recent studies have identified Southeast Asia as a new, affordable destination for less affluent families, we do not know their future transnational trajectories. To fill this gap, this study employed interview data from 46 Japanese families who had migrated to Malaysia with their children and investigated how they navigated their transnational mobilities from Malaysia. To explain their pattern, I introduce the concept of ‘stepwise lifestyle mobilities’, transnational mobility pathways adopted by relatively affluent people from developed countries, who may face constraints due to factors such as race, ethnicity, limited global experience or financial limitations but a desire for an international experience. They start from a low‐cost, low‐risk country like Malaysia and seek staged lifestyle migration regionally and/or globally.

The Complex Dynamics of Indigenous Education in Mid-Twentieth-Century: Ecuador as a Theater for Political Debate

Abstract Activists in Ecuador established in the 1940s what have come to be remembered as the country's first Indigenous-run bilingual schools. Or at least this is the image that their founders presented when reflecting back on their achievements years later, and what has become fixed in the minds of subsequent educators. Archival records, however, present a more complicated picture. Rather than as “Indigenous” or “bilingual,” the recently formed Federación Ecuatoriana de Indios (Ecuadorean Federation of Indians) had created them as “syndicate” schools to mobilize against the racial discrimination and economic exploitation that agricultural workers faced on government-owned haciendas. In the process, organizers came into conflict with government policies that mandated the creation of public schools in rural communities and on haciendas. The competing school systems became an arena in which public policy debates were carried out with ramifications that extended to rival notions of how society should be properly organized.

A unified educational space for internists and general practitioners (family doctors) as a way to improve the quality of training

The article examines the implementation of the principle of educational space unity, ensuring the quality of education throughout the Russia. We also describe the interdependence of practical health care needs for primary care specialists capable of providing high-quality primary care and the functions of an integrated system of a unified educational space for internists and general practitioners (family doctors) (GPs) focused on the social order.Aim. To analyze the conceptual foundations of the system of a unified educational space for internists and GPs (family doctors) as ways to improve the quality of training of specialists.Material and methods. The following were used in this study: analysis of educational trends in the modern world and medical education in particular; structural and functional analysis in the study of legislation regulating the training of internists and GPs (family doctors); a system approach that defines the components of a unified educational space for in ternists and GPs (family doctors); a method for predicting changes in the de velopment of a unified educational space for internists and GPs (family doctors).Results. Having considered the potential capabilities of a unified educational space for internists and GPs (family doctors), the following were revealed: regulatory, social, educational, managerial factors influencing the training of internists and GPs (family doctors) were identified; strategies for the development of a unified educational space for internists and GPs (family doctors) were determined at the level of goals, content, processes, and results; the relationship between the training of internists and GPs (family doctors) and the needs of practical healthcare was established; the internal components and functions of a unified educational space for internists and GPs (family doctors) have been identified and substantiated, and the framework factors have been defined. A theoretical model of a unified educational space for internists and GPs (family doctors) has been created, including external factors, target, motivational, design, content, managerial and evaluative components, as well as planned results, manifested in the functions.Conclusion. To summarize, we can state the following: for effective and high-quality management training of internists and GPs (family doc tors), a unified educational space is of paramount importance, this will make it possible to preserve the best traditions of the country's therapeutic school and its future development.

A unified educational space for internists and general practitioners (family doctors) as a way to improve the quality of training

The article examines the implementation of the principle of educational space unity, ensuring the quality of education throughout the Russia. We also describe the interdependence of practical health care needs for primary care specialists capable of providing high-quality primary care and the functions of an integrated system of a unified educational space for internists and general practitioners (family doctors) (GPs) focused on the social order.Aim. To analyze the conceptual foundations of the system of a unified educational space for internists and GPs (family doctors) as ways to improve the quality of training of specialists.Material and methods. The following were used in this study: analysis of educational trends in the modern world and medical education in particular; structural and functional analysis in the study of legislation regulating the training of internists and GPs (family doctors); a system approach that defines the components of a unified educational space for in ternists and GPs (family doctors); a method for predicting changes in the de velopment of a unified educational space for internists and GPs (family doctors).Results. Having considered the potential capabilities of a unified educational space for internists and GPs (family doctors), the following were revealed: regulatory, social, educational, managerial factors influencing the training of internists and GPs (family doctors) were identified; strategies for the development of a unified educational space for internists and GPs (family doctors) were determined at the level of goals, content, processes, and results; the relationship between the training of internists and GPs (family doctors) and the needs of practical healthcare was established; the internal components and functions of a unified educational space for internists and GPs (family doctors) have been identified and substantiated, and the framework factors have been defined. A theoretical model of a unified educational space for internists and GPs (family doctors) has been created, including external factors, target, motivational, design, content, managerial and evaluative components, as well as planned results, manifested in the functions.Conclusion. To summarize, we can state the following: for effective and high-quality management training of internists and GPs (family doc tors), a unified educational space is of paramount importance, this will make it possible to preserve the best traditions of the country's therapeutic school and its future development.

Цифровая и логистическая инфраструктуры Арктической зоны: современное состояние исследований и пути развития

The subject of the article is the analysis of the current state of research and practice in the field of transport, logistics and digital infrastructures in the Russian Arctic. The authors consider logistic and digital infrastructures as key communication subsystems that ensure the movement of material values, people and information, and thus serve as a prerequisite for the development of the macro-region under consid-eration. The research methods used were literature review of scientific sources and analysis of the ob-tained material. A systematic literature mapping was carried out on Scopus, Google Scholar, Elibrary data-bases. Aspects of the Arctic region development, including the role of logistics and digital infrastructures in this process, are described by scientific schools of Russia, Canada, Norway, China, USA and other countries. The analysis has shown the highly variable state of the subsystems under consideration depending on the specific region, as well as the lack of a comprehensive approach to their joint development and integration. It was stated that there is no such problem statement about the development of communication subsystems of the Arctic zone. On the basis of the analysis, the key directions for the development of logistics and digital infrastructure of the Arctic zone of the Russian Federation were formulated. The authors’ recommendations, apart from the obvious tasks of developing sea routes, building and modernizing roads, railways and airports, expanding access to broadband internet and other widely discussed measures, describe the need to integrate the communication subsystems under consideration and focus on the potential of digital technologies to replace and/or supplement the logistics infrastructure in certain aspects.

Fitting the outreach in: school strategies for integrating student-led, community-based projects

This study explores the way in which secondary schools can accommodate student-led, community-based pedagogies within the formal education system. The study identifies benefits and drawbacks associated with different strategies. Through such projects, students can develop their agentic power, that is, an ability to bring about change which is seen as distinct from the power of agency, which implies having the freedom to act. Through semi-structured interviews with teachers and leaders from five schools in different European countries, the study shows how various approaches have knock-on effects related to timetabling, staffing and assessment. This ‘fitting in’ of projects is often achieved in ways that meet the approval of critical communities, such as parents and local authorities that may have an impact on the school. In doing so, these school help to create supportive conditions for the further development of community-based projects. In this way, such schools are modelling their own agentic power to their students, thus creating a virtuous cycle of experiential learning.

Comparing mechanical ventilation control strategies for indoor air quality: Monitoring and simulation results of a school building in northern Italy

Demand-controlled ventilation systems and carbon dioxide monitoring are critical to ensure indoor air quality (IAQ) comfort conditions. Their importance has become significantly more evident since the COVID-19 pandemic crisis. Control strategies for mechanical ventilation based on CO2 concentration are commonly used, although they are rarely applied in Italian and other Southern European country schools. Moreover, optimised ventilation systems can help maintain indoor air quality while reducing energy consumption for heating (i.e. exploiting heat recovery). The proposed paper aims to compare different remote-control strategies to manage three detached mechanical ventilation units (DMV) installed in a junior-high-school demo building in Torre Pellice (Northwest Italy), monitored with room detail since April 2021. Eight IAQ control logics are analysed considering both in situ tests, handling DMV accordingly to room sensors, and simulation tests using the Energy Management System of EnergyPlus in the neutral season. All different solutions are compared by considering air quality, temperature, and energy need indicators. Additionally, a yearly energy verification via hourly simplified analyses is performed by considering fan consumption and energy conservation. Threshold-based control logics result to be more effective than time-dependent ones, while all cases guarantee very high IAQ levels, although energy savings are limited. The choice of the correct control threshold(s) is site-dependent being influenced by user local habits.

When silence feels safer: Challenges and successes of delivering a school-based cognitive behavioral intervention to Central American unaccompanied immigrant youth.

To explore cultural and immigration-related factors, among Central American unaccompanied immigrant youth (UIY), affecting the safety and acceptability of Cognitive Behavioral Intervention for Trauma in Schools (CBITS), a group intervention designed to treat trauma symptoms. Thematic analysis of data from grounded theory study of group interventions to support resilience in UIY, consisting of interviews with 10 key stakeholders (5 CBITS facilitators) and 16 UIY (6 CBITS participants) from El Salvador, Guatemala, or Honduras, interviews conducted in Spanish, English, or Mam. Five themes emerged from interviews with CBITS facilitators and UIY: (a) Todo está bién: self-protective silence about trauma and symptom denial, (b) Chisme goes around: personal risks of disclosure, (c) marginalizing the language and world view of indigenous youth, (d) "CBITS didn't really quite land for them": adapting the curriculum and delivery, and (e) "I learn to appreciate things": benefits of the CBITS group. CBITS facilitators endorsed skill-building aspects of the groups and expressed concerns about a curriculum relying on written homework and parental support for youth with limited home country schooling, currently living with distant relatives. CBITS participants endorsed hearing about other youths' stories and learning coping skills. Models for group intervention that emphasize coping skill development and group support, while de-emphasizing the trauma narrative, should be explored and tested. Group intervention leaders should consider the impact of differences in gender, country of origin, and native language on group dynamics. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Anatomy education in low-resourced countries: What are challenges and effective and affordable educational strategies? A qualitative study

Purpose With limited means, resource-deprived countries must find ways to organize education to meet standards. Few reports exist about anatomical education in LLMICs. This study explores how anatomy teaching is sustained in countries with few resources and which affordable educational strategies are applied to uphold quality. Methods A mixed-methods study with anatomy teachers from public medical schools in low or lower-middle income countries (LLMICs) in Africa, Asia, Europe, and Latin-American was performed through survey via email combined with semi-structured online interview with teachers, exploring survey results at a deeper level. Results LLMICs available to be surveyed, 13 and 8 were found to respond to a written survey and oral interview invitation, face significant teaching challenges, primarily due to lack of funds. These are faculty shortages (low salaries and high student-to-teacher ratio) and inadequate infrastructure (internet, electricity, poor classroom conditions). Solutions were associated with didactic strategies (social media, e-learning, image-based learning, applied anatomy), expanding teaching capacity with less qualified and part-time faculty, student-organized education, and self-financing (teaching resources subsidized by teachers and students). Which was triking was teacher commitment despite difficult circumstances. Teachers propose better faculty management, increased anatomy staff recruitment, and collaboration with other institutions. Conclusions Anatomical education in LLMIC is forced to adapt to the socio-economic context, rather than to trends in medical education worldwide. These adaptations are supported mainly by the teachers ‘commitment.’

Adoption of Agroecological Technology in Country Schools of Santiago Lachiguiri, Oaxaca

The objective of the study was to know the adoption of the technology “Preparation and use of super-lean biofertilizer”, using the “Field Schools” methodology. The study was carried out with 54 coffee producers, who received direct training from the field technician. The methodology used to determine the adoption achieved was divided into three phases; 1) Knowledge of technology; same that considered the knowledge of the functions of the super lean, and the ingredients with which it is prepared, 2) Participation in group training, mastery of the way of preparation and eventually the preparation individually, and 3) Adoption, which considers the preparation and daily and future use of the product, the conviction of its effectiveness, making changes in the way of preparation and sharing the information with other producers. The results indicate that these are producers over 40 years of age, mostly men (72%), 81% native language speakers, 77% Zapotec and 23% Mixe, with attendance on average at five courses. 74% of producers use mobile phones or cell phones as a means of communication, and of them 85% use the WhatsApp ® social network, 53% receive agricultural videos, and 29% send videos. Of the total participants, 78% are in the technology knowledge phase, that is, they know the biofertilizer, its functions and its ingredients for its preparation, but they did not participate in the group preparations nor do they know the way of preparation, 64% They were placed in the group training phase through participation in the field of practices, but they did not carry out individual preparations, and in the end, 30% of the total, adopted the technology. The Wilcoxon statistical test confirms that there are significant differences between the characteristics of the adopting and non-adopting producers, while the results of the Spearman correlation test confirmed the association between the adoption variable and the number of courses attended variables. Received a copy of the course and the individual preparation of the biofertilizer

The Influence of the Pandemic on the Affective States of School Principals and Teachers: A Comparative Study between South Africa and Latvia

This study explores the extensive influence of COVID-19 on the affective states of school principals and teachers. A comparative, qualitative study was conducted on Latvian and South African participants’ experiences during the pandemic, with a focus on leadership, change, extra workload, ICT, and uncertainty. A total of 59 participants from rural, urban, and private schools in both countries took part in this study. Data were collected by conducting interviews with open-ended questions after which themes were identified and grouped. The results demonstrated that the states of mind of Latvian school principals and teachers were more affected than those of South Africans for whom vaccination was not compulsory. Furthermore, it was found that technological adaptation was easier for Latvian than for South African educators. The role of the Department of Education has evoked mixed feelings. Leadership, and the lack of it, also influenced the affective states of school principals and teachers. Emotional support from society, family, and colleagues was experienced differently in Latvia than in South Africa. The results of this study revealed that a pandemic can be experienced differently by principals and teachers but also that there are similarities in these experiences, as no one is ever completely prepared for the effects of a pandemic.

Challenges of Implementing Project-Based Learning Models in Secondary Schools in Various Countries

This article aims to describe the implementation of project-based learning models in various countries that can be used as a reference in learning in Indonesia. This study uses a qualitative approach with descriptive analysis. The data collection technique uses a literature review (study literature) made from books and scientific articles. The results of the study indicate that there are similarities in the implementation of project-based learning models in several countries consisting of the benefits and obstacles that occur. The benefits provided by the project-based learning model are that it can improve student learning outcomes, increase student enthusiasm and activeness in learning, and increase a sense of responsibility, teamwork, and independence in conducting learning. In addition to the benefits, several things become obstacles for teachers in implementing project-based learning models, namely limited time management, inadequate infrastructure, and the lack of teachers who have the competence to be able to carry out learning using project-based models.

The educational potential of a literary quotation: linguistic, aesthetic and methodological aspects

Introduction. Despite significant differences in the traditions and practices of literary reading at school in different countries, the question of the role of reading in the process of developing reading strategies, intercultural competence and personal development of students remains relevant in pedagogical research. The influence of reading on the emotional and psychological state of a person, “bibliotherapy of the soul” have been actively studied not only in philosophy and hermeneutics of the twentieth century, but continues to be a subject of controversy in modern science. The study attempts to identify the features of perception, understanding and interpretation of a literary quotation as a significant element of a work of art. Purpose of the study: to identify the educational potential of literary quotation and to actualize the problem of creating methodological conditions for its implementation in the system of school literary education. Materials and methods. Research methods: pedagogical observation; introspection, contextual analysis of explanatory dictionaries; a survey of schoolchildren and students, as well as identifying expert opinion on assessing the significance of a quote for the Russian language. 199 students of the Herzen Russian State Pedagogical University. Took part in a pilot survey aimed at understanding and interpreting a literary quotation. A.I. Herzen, of which 28 are studying at the Faculty of Economics, 86 at the Faculty of Biology, 85 at the Faculty of Philology. For the survey, we chose a quote from the work of A.S. Pushkin “Mozart and Salieri” (cycle “Little Tragedies”) “And genius and villainy are two incompatible things. Isn’t it true?” Results. The survey showed that the most serious problem is ignorance of the precedent phenomenon – quotes from a classical text: 85.7% of students of the Faculty of Economics and 66.3% of students of the Faculty of Biology did not indicate the author and source of the quotation. 99% of students of the Faculty of Philology recognized the quote. It was also difficult for respondents to understand the meaning of the quote and its connection with life. None of the survey participants, in their reflections in tasks 2 and 5, cited as an argument the difference between the concepts of “evil” and “evil action”, or paid attention to the word “incompatible” and the special linguistic construction of the phrase. In third place in terms of difficulty in completing the task is understanding intertextual connections in the text, including quotes in someone else’s speech. Analysis of the survey results helped to identify problem areas in the perception and interpretation of quotes and types of tasks that could later become part of the system of working with quotes in literature lessons at school. Conclusion. A literary quotation has great methodological potential for developing the reader’s interpretive activity. The conducted research revealed that a literary quotation can become an effective tool for educating the reader as a person. The prospect of our research is the creation of a system of exercises and tasks for working with quotes in literature lessons.

A comparative study on assessment methods used by high school teachers in Uganda and Turkey

Assessment and evaluation are crucial to improving educational quality. Examining the opinions of teachers from various countries on in-class assessments can significantly enhance education systems. Similarities and differences in Uganda’s and Turkey’s educational systems justify comparing them. This study aimed to examine and compare the assessment methods used by teachers working in high schools in Uganda and Turkey to determine student achievement. The researcher administered the questionnaire to 119 Ugandan and 85 Turkish high school teachers working in public and private schools in both countries. The researcher used Casual comparative research. The Mann–Whitney U test was used for data analysis. The findings show that Turkish teachers use many in-class assessment methods more often than Ugandan teachers. Compared to Turkish teachers, Ugandan teachers view themselves as more capable of giving student feedback but less competent in taking measures to increase objective scoring. The article outlines further findings and provides recommendations.

IB World Schools in the lusophone world: an exploratory field study in São Paulo, Lisbon and Maputo

ABSTRACT The article provides a global comparison of IB World Schools in the lusophone space, including countries in three different world regions, in response to a lack of research on international education in Portuguese-speaking countries. Following an introduction to the literature on this topic, focusing on a widely known typology of international schools, we present the first results of three case studies of the IB school field in the metropolitan regions of São Paulo, Lisbon and Maputo based on an analysis of school websites, databases and public documents. The study is based on a global comparative approach that enables an analysis of the complex interrelation between global and local actors in education, primarily addressing the school level. We aim to provide some insights on the implementation and development of the IB World Schools in Portuguese-speaking countries, in the light of existing studies on international schools.

Caminos, trazos y líneas: un aporte a la (de)construcción de la educación en contextos de ruralidad

This article of reflection arises from experiences lived as a teacher and researcher of an educational institution located in a rural context, as secretary of education of a Colombian municipality classified as sixth category and from the results that emerged in the development of my research work on master's degree. This is how tensions, challenges, realities, and opportunities are made known, to think and (re)think what education is today in the context of rurality, taking as its axis the municipality of Venecia - Southwest Antioqueño Colombiano, which It allowed me to get closer and make known those educational realities that teachers, students, families, teaching directors and the community in general face every day. The objective of this reflective article is to go in search of proposing lines of deterritorialization, in the sense that is addressed by the philosophers Guilles Deleuze and Félix Guattari, for the staging of the existence of other ways of seeing, living and being in the country school. Thus, by assuming cartography as a methodological route, some facts are revealed that complement the present reflection, and that will be that starting point to show experiences, paths and paths towards other ways of feeling, knowing, constructing and (in)build the rural school, based on their identities, traditions and cosmogonies.

‘I do plan to do that in the future, just not the near future’: rural professional experience programs and pre-service teacher graduate destination preferences

AbstractThis study examines pre-service teachers (PSTs) from two Australian universities regarding their involvement in rural professional experience (PE) placements and their potential impact on future career choices. The objective was to gain insight into the diverse teaching and learning experiences PSTs had during their rural PE, and what impact these had on their interest in working in country schools. This paper focuses on findings from urban and rural-based PSTs who undertook rural, regional and remote PE. PSTs reported that these experiences helped them develop rewarding pedagogical approaches and contributed to significant personal and professional growth. They reflected that their growth as a teacher arose from encountering diverse student cohorts, the school cultures they experienced, and the relationships they formed within the school community. However, despite these positive aspects, the PSTs’ intentions to pursue employment in rural areas remained diverse and personal. This suggests that while rural PE was highly valued, it was not sufficient to override individual circumstances and preferences when considering rural employment. It also seemed that the experiences may have inadvertently attracted PSTs open to change and adventure who utilised the support of rural mentors and communities, only to ultimately teach in metropolitan schools.