Education Council Research Articles

Notes: Mandatory Sanctions Miss the Mark: An Evaluation of Centre for Child Law & others v SA Council for Educators & others 2024 (4) SA 473 (SC)

Managing the conduct of public educators is the joint responsibility of the relevant provincial department of education as employer and the South African Council for Educators (educators’ council) tasked with upholding ethics in basic education. Each has its own disciplinary code and procedures to manage educator misconduct, and both include mandatory sanctions for misconduct such as assault. The Centre for Child Law challenged the disciplinary decisions by presiding officers in two assault cases where mandatory sanctions were imposed in line with the mandatory sanctions policy of the educators’ council. While the High Court found it a constitutional imperative that the educators’ council revise its mandatory sanctions policy, the Supreme Court of Appeal (SCA) held that the policy unlawfully restricted decision- makers’ discretion. The disciplinary decisions made by the educators’ council were held to be unlawful, invalid and in breach of its constitutional obligations towards children. This note illustrates the risks posed by mandatory sanctions to the effective management of educator misconduct. It argues that the SCA judgment has broader significance for the management of misconduct, particularly assault, in public basic education and that the educators’ council and employer should abandon mandatory sanctions in response to educator misconduct.

Notes: Mandatory Sanctions Miss the Mark: An Evaluation of Centre for Child Law & others v SA Council for Educators & others 2024 (4) SA 473 (SC)

Managing the conduct of public educators is the joint responsibility of the relevant provincial department of education as employer and the South African Council for Educators (educators’ council) tasked with upholding ethics in basic education. Each has its own disciplinary code and procedures to manage educator misconduct, and both include mandatory sanctions for misconduct such as assault. The Centre for Child Law challenged the disciplinary decisions by presiding officers in two assault cases where mandatory sanctions were imposed in line with the mandatory sanctions policy of the educators’ council. While the High Court found it a constitutional imperative that the educators’ council revise its mandatory sanctions policy, the Supreme Court of Appeal (SCA) held that the policy unlawfully restricted decision- makers’ discretion. The disciplinary decisions made by the educators’ council were held to be unlawful, invalid and in breach of its constitutional obligations towards children. This note illustrates the risks posed by mandatory sanctions to the effective management of educator misconduct. It argues that the SCA judgment has broader significance for the management of misconduct, particularly assault, in public basic education and that the educators’ council and employer should abandon mandatory sanctions in response to educator misconduct.

Understanding Accreditation Requirement Trends of Teaching Occupation in Occupational Therapy Curricula.

Accreditation standards covering occupation have evolved across recent versions of the Accreditation Council for Occupational Therapy Education's (ACOTE®'s) academic B content standards. Because occupational therapy and occupational therapy assistant academic programs are required to provide evidence of compliance with each B content standard, the level of students' learning of occupation warrants attention. The revised Bloom's taxonomy offers a useful framework for examining hierarchical learning action verbs that underpin the degree of complexity of students' learning of occupation within the ACOTE standards. In this column, we provide an analysis of action verbs across ACOTE standards from 2006 to the most recent, 2018 version. The findings reveal a reduction in accreditation requirement trends covering occupation in both lower and higher order cognitive skill levels as described in the revised Bloom's taxonomy. We advocate for increased curricular content centered on the foundations of occupation so that students and future practitioners can increasingly apply, analyze, evaluate, and creatively use occupation in the classroom and in practice.

Situation of ophthalmology education in Brazil: supply versus demand.

The number of medical schools in Brazil has increased in recent years; however, vacancies for specialization in ophthalmology probably have not kept up with the growing demand. This study wants to estimate the increase in medical schools, the demand for ophthalmology specialization, and evaluate learning opportunities in ophthalmology. This was a retrospective study with research from the Ministry of Education and Brazilian Council of Ophthalmology database from 2002 to 2021. These data were checked through 120 notices published by the institutions in 2021. The number of medical school vacancies increased by 370%, whereas the number of certified ophthalmology vacancies increased by 64%. There was an 11.4% misalignment between the Brazilian Council of Ophthalmology data in the Ministry of Education. The proportion of medical graduates has increased much more than opportunities for ophthalmology specialization. The effect on the search for unaccredited specialization positions is unknown, and policies for monitoring the specialization of ophthalmology vacancies should be established.

НАУЧНЫЕ ПОДХОДЫ К ПОНЯТИЮ «ВИД ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ» И ПРАКТИКА ЕГО ПРИМЕНЕНИЯ

In accordance with the list of instructions of the President of the Russian Federation following the results of the extended meeting of the State Council Presidium held on September 21, 2023, No. PR-2192GS (Clause 2), it is necessary to “ensure the updating of professional standards by providing for a flexible system that includes prompt specification of qualification characteristics by industry and types of professional activity, based on the unification of the process of developing professional standards using modern digital methods and optimization of the number of professional standards”. In this regard, it seems very relevant to analyze in detail the concept of “type of professional activity” in its various aspects, bearing in mind both its narrow and broad interpretation, as well as the fact that the identification of types of professional activity, determining their list is an important link in the formation of a system of professional standards, ensuring the validity of qualification characteristics. The object of the study is a system of professional standards implemented in the field of labor and vocational education. The subject of the study is the concept of “type of professional activity”, and its analysis in the field of labor and vocational education. The purpose of the study is the scientific substantiation of approaches to the content of the concept of “type of professional activity” for the formation of a flexible system of professional standards. The research methods include system analysis, synthesis, generalization, comparison, and systematization. The novelty of the paper: an integrated approach and justification for various versions of the concept of “type of professional activity” are presented; the possibilities of correlating the content and scope of the concept of “type of professional activity” and the concept of “occupation” within the occupational groups of the All-Russian Classifier of Occupations OK 010-2014 (ISCO-08) are shown; it is substantiated that the system of professional standards is a flexible socio-economic system since the professional standard is both an economic and educational category. The results of the study can be used in the development of relevant regulatory legal acts on updating the system of professional standards, in the formation of a modern classifier of types of professional activity, as well as in the current activities of federal educational and methodological associations and professional qualifications councils.

FEATURES OF REGULATORY SUPPORT OF NON-FORMAL ADULT EDUCATION IN THE UNITED KINGDOM OF GREAT BRITAIN AND NORTHERN IRELAND

The article analyzes the regulatory support of non-formal adult education in the United Kingdom of Great Britain and Northern Ireland through the main types of legal acts of the governments of England, Scotland, Wales and Northern Ireland. The adult education system in this country is characterized, which is represented by formal and non-formal education institutions, associations, councils, and committees on adult education. It is emphasized that in the United Kingdom of Great Britain and Northern Ireland, the reform of adult education is aimed at the formation of the necessary professional skills; improvement of employment prospects; modernization of the existing educational system in accordance with employers’ requests; establishment of the financial support programme, which will promote the non-formal learning opportunities for the adult population. It is noted that in each country of the United Kingdom (England, Scotland, Wales and Northern Ireland), the development of non-formal adult education has specific features: a high degree of autonomy for all providers, cooperation and partnership between educational institutions and employers, etc. The non-formal education providers are also presented (non-profit, charitable, private organisations, universities, colleges, and other educational institutions). The conclusion is made that, the reform of adult education has been put front and centre by the British government; it is presented by regulatory and legal acts in each country and is aimed at promoting the lifelong learning.

The Impact of Generative AI on Student Engagement and Ethics in Higher Education

The rapid adoption of Artificial Intelligence (AI) in higher education is reshaping students’ learning experiences, with tools such as ChatGPT, Grammarly, and Microsoft Copilot becoming integral to academic work. This study, informed by data from the Digital Education Council Global AI Student Survey 2024, examines the impact of AI on students, focusing on usage patterns, trust in AI-generated content, ethical awareness, and expectations for institutional support. Findings indicate that 86% of students use AI for various academic tasks, with a majority expressing concerns about trust, fairness, and over-reliance on AI. While students value AI’s benefits, only 5% are fully aware of institutional guidelines on AI use, and 72% desire more AI literacy courses, reflecting a significant need for comprehensive support in navigating AI responsibly. The study underscores the importance of clear ethical guidelines, faculty training, and student involvement in AI policy formation to foster responsible AI use and preserve academic integrity. These insights offer valuable guidance for educators and policymakers seeking to integrate AI ethically and effectively into higher education.

MINISTRY OF EDUCATION POLICIES WINNING COVID-19 BATTLE AND LOSING TECHNOLOGY INTEGRATION WAR

The digital era was set to change education, with Israel's Ministry of Education making significant investments in technology integration. Despite these efforts, success has been limited. The COVID-19 pandemic rapidly sped up tech adoption in education but decreased after the pandemic, mirroring similar occurrences worldwide. This article is a case analysis of the past five decades, examining how government and global policies influenced technology integration in education. It uncovers various issues, including ministerial changes disrupting programs, resource shortages, and conflicting stakeholder agendas. Possible solutions include creating a national education council independent of ministry changes and giving more authority to local authorities, allowing them to customize solutions for schools and take responsibility for outcomes

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.