Delivering Education Services Research Articles

Assuring Quality in Ugandan Universities during COVID-19

The Corona Virus Pandemic sparked a crisis across many sectors of the economy. The virus led to the closure of many sectors including education. In Uganda, the education sector was closed for 22 months leaving many children and schools stranded on how to learn and deliver education services. The higher education sector reacted by introducing online learning. Since to many online learning was a crisis response, the transition was abrupt, thus calling for an investigation into the quality of education offered by universities during COVID-19. We interrogate the learners’ experience with online learning with a view to understanding the extent to which quality standards were maintained. Understanding how the learning experience can lead to improved design of future online programs and avoid the crisis in the education program delivery system. We collected both qualitative and quantitative data using questionnaires sent to students online. A sample was conveniently drawn from students who studied online during COVID-19. The sample consisted of both students undertaking undergraduate and post-graduate training at various levels. Our findings indicated that the majority of students were not well trained to undertake the online program, institutional support was also limited during online training and students indicated that online training can be better delivered if universities provide adequate training to students and invest in infrastructure development.

Cloud Computing In Higher Education

Information Technology (IT) plays a critical role in delivering education services to users. To assist students, professors, researchers, and administrative personnel, most education online services at universities have been run on the cloud. These are made possible by the rise of cloud computing in the IT industry. Cloud computing provides Internet-based computer services on demand. The use of cloud computing in higher education, namely tertiary institutions and universities, is discussed in this article. The difficulties of cloud computing in higher education are the subject of the article. It examines studies on adoption difficulties in higher education institutions and provides background on cloud computing. These difficulties are significant because they offer an overview of cloud adoption in higher education. To study the variables that affect users' attitudes and behaviors about utilizing The authors established an integrative references framework based on difficulties in the research and the TAM model for cloud educational solutions in schools' ICT offering.

Choice of Response Strategy Adopted by Indian Private Higher Education Institutions Collaborated with Foreign Education Institutions: Applying Porter’s Five Force Model

Market follows the profit and compete for the resources to get competitive advantage that is inevitable. Private higher education institutions in India collaborate with foreign education providers to deliver education services in variety of modes for enlarging the student share in the market. Applying Porter’s Five Force Model it was analysed how the institutions in NCR of India position themselves in the market forces and strategise to get comparative advantage. India with huge size of middle class and vast system of higher education always attract the foreign institutions to collaborate and expand. The restrictive and proscriptive regulation does not allow foreign qualification in India except twinning mode. The finding of the present analysis using porter’s five force model suggest that regulation of the state must be comprehensive and supportive to encash the flow of market innovations that happen to be. Thoughtful regulatory framework may reap the benefit other wise institutions under market forces offer unrecognised foreign degree in informal way under the orbit of formal institution that motivate less quality tier II and III institutions to supply educational services disguising under formal system of higher education.

Relationship between motivations, personality traits and intention to continue using MOOCs

MOOCs represent an emerging model for delivering education services. Notwithstanding their potential, they suffer significant dropout rates, which have been attributed to the low motivation of the registered students. This research seeks to understand the variance in the levels of intention to continue using MOOCs (ICM) in relation to motivation (internal and external) and personality traits (agreeableness, extraversion, and conscientiousness). In this study, Structural Equation Modelling was applied to conduct an analysis of 212 professionals from Saudi Arabia who had used MOOCs in the previous three months. Internal motivations, but not the external ones, affect the ICM. Conscientiousness directly affects ICM and external motivation. Agreeableness affects the ICM with full mediation of internal motivations. Extraversion and agreeableness affect internal motivations. The main implication of this research is that, to use MOOCs in the future, different personalities need different motivations in their first use of them.

Cloud-Based Education As a Service (CEAAS) System Requirements Specification Model of Higher Education Institutions in Industrial Revolution 4.0

In today’s higher education institutions (HEIs), intelligentization and digitization of education process are greatly required. Production industries are presently making changes from large-scale production to specialized or customized production. The term Industry 4.0 (IR 4.0) represents the fourth industrial revolution; the present movement or inclination of automation and data exchange and sharing in manufacturing technologies with the main aim of satisfying the individual customer desire and needs. The quick progressions in production technologies and its uses in the industries enhance production efficiency and change the workplace from tasks-based to the human-focused features. Higher education in the IR 4.0 (HE 4.0) is a complex, intricate and intriguing opportunity which has the potential to change the society for the better. The convergence and integration of man and machine will decrease the subject distance between social science and humanity and also technology and science. This will definitely need in-depth and diverse interdisciplinary teaching, research and innovation. Cloud computing (CC) as an IR 4.0 contributing technology, provides a novel means of educating people that will ultimately disrupt the present HEIs systems. Cloud-based education as a service in the era of fourth industry (CEaaS 4.0) can deliver education services in the shortest, most effective, and best affordability. The aim of this study is to propose a CEaaS system requirements specification (SRS) model that includes functional and non-fictional requirements; aligned with IR 4.0, the next industrial revolution.

Performance of Public-Private Partnerships in delivering Education services: The Case of Universal Secondary Education Policy Implementation in Uganda

After implementing the Universal Primary Education policy for 10 years, Uganda initiated the Universal Secondary Education (USE) policy in 2007. The objective of the USE initiative was to equitably increase access to secondary education. The policy is implemented by public secondary schools as well as through a Public-Private Partnership (USE PPP) between the Ministry of Education and Sports and selected private secondary schools—mainly in sub counties without any public secondary schools. Within the USE PPP, the government provides a subsidy (capitation grant) to private schools to enrol UPE graduates. In this paper, we adopt the integrated framework for assessing public-private partnerships to examine the workings and performance of the USE PPP. The focus on USE PPP is due to the fact that this type of arrangement in delivering education services never existed prior to the USE policy. Based on 2013 survey findings, the USE PPP is performing moderately well in terms of good accountability, relevance, effectiveness, impact and participation. However, the USE PPP is performing poorly in terms of efficiency and sustainability. The paper has documented the major challenges faced by the USE PPP and proposed specific actions that can improve and sustain the impact of USE policy under PPP framework.

Setting-up schools of excellence: the role of public private partnerships in emerging economies

Subject area Project structuring. Study level/applicability The case can be used for MBA, Executive MBA, Faculty Development Program (FDP) and Management Development Program (MDP) to introduce them to the selection of procurement method, concept of value for money and project structuring in the context of the education sector. Case overview Saryu Secondary Schools of Excellence Samiti (SSSES) functioned under the chairmanship of the Minister of Human Resource Development and was running 584 Saryu Secondary School of Excellence (SSSE) as of March 15, 2013. SSSE were focused on providing quality education to poor children, primarily from rural areas. In January 2013, SSSES was given a mandate to open 75 additional schools within one year and 500 schools within five years in rural and semirural areas to meet the demands of secondary education in India. The Managing Director of SSSES, was preparing for the meeting to be held on March 31, 2013 to discuss various options for development of the mandated schools including involvement of private player under the Private Finance Initiative (PFI) model. Expected learning outcomes The case introduces the participants to the challenges in the education sector including public delivery system, poor economic status of students, selection of appropriate procurement method (public delivery versus buying of service from private sector) and project structuring issues. Specific objectives are: introduce participants to the challenges of delivering education services; establish the benefit of PFI in social infrastructure domain and introduce the participants to the concept of value for money; identify risks and returns under various structures; and impress on importance of non-commercial issues which may shape a project. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.

CLOUD SERVICE ARCHITECTURE FOR EDUCATION SYSTEM UNDER OBJECT ORIENTED METHODOLOGY

Cloud computing has become an increasingly attractive option for delivering education services. This service is secure reliable and economic than ever. This service is available in free or low cost mode depend upon architecture of cloud. These services are used daily by learners and educators to support learning, publishing and collaboration. This paper introduces an architecture corresponding to cloud services for education system under object oriented methodology. Cloud service architecture is completely remodeled under object oriented approaches like class diagrams, sequence diagrams and use cases diagrams. Further approaches are validated by formal specifications like Context Free Grammar.

Neo-liberalism and universal state education: the cases of Denmark, Norway and Sweden 1980–2011

This article investigates neo-liberal policy on education in Denmark, Norway and Sweden. Traditionally, the edifice of the education system in these Scandinavian countries has been built on egalitarian values, but over the last 20 years they have increasingly adopted market-led reforms of education. The extent of neo-liberal policy varies between the countries. Denmark and Norway have remained more hostile toward such policies, thus protecting the education system from extensive deregulation and privatisation. Conversely, in Sweden a greater credence has been given to market forces, allowing private providers to play a much more significant role in delivering education services. This variation in neo-liberal policy on education in Scandinavia is usually ascribed to the increasing power of the Right. However, this article differs from most other education research in that it argues, on the contrary, that the answer is to be found mainly within the social democratic parties themselves.

School Mapping Restructure in China: What role for the small rural school?

Despite significant progress over the past fifteen years associated with School Mapping Restructure (SMR) in Chinese rural schools, many small schools have been closed or have merged with larger primary schools. This has resulted, among other things, in difficulties for many students in rural areas who now have to travel longer distances to a central (primary) school and whose families generally have to bear greater expenses for schooling. This paper examines the role of small rural schools in the Chinese education system, looks at the context and impacts of SMR on these schools in terms of quality, cost and access indicators, and highlights some of the key difficulties faced by these schools in the restructured education system. We argue that small rural schools have a significant role to play in delivering education services in rural China and should therefore be retained, supported and equipped with the right levels of facilities and quality services for them to fulfill their role. The policy implications of these findings for education officials are discussed in the context of continuing SMR.

Aiding education in conflict: The role of international education providers operating in Afghanistan and Pakistan

Amid rising violence against civilian aid operations in insecure environments, attacks on the education sector pose a unique set of challenges for international aid actors. In recent years incidents of violence targeting the education sector in Afghanistan and the conflict-affected areas of Pakistan have increased. This article synthesizes recent research, quantitative analyses, and observations of practitioners in order to explore the key issues facing aid workers in the education sector. The findings suggest that in extremely violent and polarized environments such as Afghanistan and the conflict-affected areas of Pakistan, the international community can provide education assistance more effectively and securely through a low-profile, community-based approach that de-emphasizes the role of government, and avoids, as far as possible, any association with international political/military actors. The authors conclude that education sector coordinators could play a larger role in providing practical guidance and supporting an inter-agency dialogue to share lessons and good practice in delivering education services in these contexts.

Using technology for the competitive delivery of education services

This paper considers the use of information technology as a source of competitive advantage for education service providers operating in international markets, with particular reference to Australia. It draws upon the findings of a survey of 315 education institutions in five countries engaged in the export of international education. The importance of effective use of information technology as a source of competitive advantage is highlighted. Current use of information technology within education institutions is examined and technologically mediated learning is proposed as a viable means of promoting, administering and delivering education services to international markets. In particular, the potential of the Internet to provide graduate business education is given close scrutiny. It is argued that a virtual university business faculty is economically viable in this context. Business schools are advised to invest in hardware and software applications to ensure the communications needs of their clients are met.

Information technology as a source of competitive advantage in international education

International education has emerged as a significant global industry. Over a million students study outside their country of origin, usually paying substantial annual fees to foreign institutions. A recent survey of 315 education institutions in five countries identified the effective use of information technology as a source of competitive advantage in marketing international education. Information technology in its various forms is well placed to assist education institutions to become more competitive within international markets. The Internet and Technologically Mediated Learning offer a means of promoting, administering and delivering education services to international markets. Within the Asia-Pacific region the emerging economies are likely to make increasing use of information technology, making it feasible for universities and colleges to develop new marketing and teaching strategies. The use of information technology to deliver education services overseas may become necessary due to both the demands of the market and pressure from other suppliers who are willing to embrace the new technology. The potential of the Internet is examined and it is suggested that higher education institutions will need to invest in the new technology or be uncompetitive within global markets.

State Initiative in Learning Disabilities

This paper describes a theoretical monograph on the definition of learning disabilities and reports an interview study of cooperative directors of special education within the State of Illinois. It is the second in a four-part series reporting Illinois' unique initiative in the area of learning disabilities. The first paper in the series (Senf & Comrey 1975) described the essential thrust of Project SCREEN, the development of a multifaceted, group screening instrument for kindergarten and first grade use. The definitional section of this paper espouses the position that learning disabilities, as a construct implying child-centered deviance, cannot long survive and that the real issue lies with the delivery of services to children experiencing difficulties in the interaction with the school rather-than in the wording of the specific definition of learning disabilities. The interview study of Illinois special education cooperative directors focused on (1) the definition of learning disabilities, screening and identification practices; (2) administrative structure of the Special Education Cooperatives; (3) models for delivering education services; and (4) the role of parent groups.