Education Duty Research Articles

Fr. Bolesław Żychliński’s (1857–1929) Guidelines for Family Religious Education

RESEARCH OBJECTIVE: This study aims to provide an overview of Fr. Bolesław Żychliński’s pedagogical views on religious education within the family and to present the educational guide- lines he addressed to parents. THE RESEARCH PROBLEM AND METHODS: What practical educational guidelines did Fr. Bolesław Żychliński offer for the religious upbringing of children, specifically addressing mothers and fathers? This article employs historical-pedagogical analysis of printed sources to explore these questions. THE PROCESS OF ARGUMENTATION: The article begins by explaining the basic concepts related to the topic. It then provides comments on Fr. Żychliński’s biography, followed by a detailed presentation of his educational guidelines for mothers and his recommendations for the educational duties of fathers. RESEARCH RESULTS: Fr. Żychliński’s educational postulates regarding religious upbringing in the family fall within the domain of the pedagogy of religion. He advises parents to take educational measures aimed at fostering and solidifying faith in their children while encouraging good behavior. CONCLUSIONS, RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH: Fr. Żychliński’s educational postulates offer valuable guidelines for modern parents on the practice of religious education within the family.

Perceptions of Key Responsibilities and Professional Development Interests of Senior Educational Leaders: A Needs Assessment.

High-ranking educational leaders in academic medicine oversee multiple clinical programs. This requires them to prioritize dozens of emergent tasks and responsibilities daily, from educational policy and strategy to staff management, financial planning, onboarding of trainees, and facility planning and management. Identifying their key responsibilities and frequently used skills and competencies may clarify the educational needs of senior educational leaders and facilitate targeted professional development to promote effective and efficient performance. In August 2022 researchers interviewed 12 designated education officers (DEOs) from U.S. Department of Veterans Affairs (VA) Veterans Health Administration medical centers about their daily work and most challenging responsibilities. Content analysis of interview transcripts identified key responsibilities and activities identified by participants and prioritization of the perceived skills needed to complete them. Participants emphasized 4 key areas of responsibility: fiscal, administrative, affiliate partnership, and educational duties. They identified 12 skills as baseline requirements for effective performance for which additional professional development would be useful and suggested that both new and more established educational leaders receive targeted professional development and mentoring to foster these capacities. The key skills participants identified by area of perceived responsibility are relevant to VA DEOs, designated institutional officers, and senior academic leaders who develop health professions education programs, oversee clinical training, and manage educational change. Structured orientation programs and ongoing professional development for senior educational leaders could emphasize these areas of responsibility, potentially enriching DEOs' performance and reducing burnout.

Governance and duty in global refugee education: a Kantian perspective

The broad adoption of the human-rights based approach to refugee education has not only accentuated the link between education provision and the realization of human rights; it has re-framed refugees as right-bearers. This conceptual shift from ‘refugee as victim’ to ‘refugee as right-bearer’ carries with it immense implications also for the way we think of the duty-bearers of refugee education. Once we re-conceptualize refugees as right-bearers, we acknowledge, too, the primacy of duty-bearers and ‘global moral obligations’. In this article, I first consider the history of global governance of refugee education, dating back to the ratification of the 1951 UN Refugee Convention. In tracing the shifting role of stakeholders in refugee education, I note, in particular, how the burden of responsibility of education policy and provision has oscillated between local host communities and the UN High Commissioner for Refugees (UNHCR). Next, I look at how rights and responsibilities are conceptualized in forced displacement context, that is, in the absence of a nation-state—traditionally considered the primary duty-bearer of human rights. Finally, I turn to Kant’s duty-based ethics, and suggest a Kantian perspective can help expand our understanding of duties and duty-bearers in global refugee education.

Administrative Time Expectations for Residency Core Faculty: A CERA Study.

Academic family medicine (FM) physicians aim to balance competing needs of providing clinical care with nonclinical duties of program administration, formal education, and scholarly activity. FM residency is unique in its scope of practice, clinical settings, and training priorities, which may differ between university-based and community-based programs. In both types of programs, these competing needs are a source of faculty dissatisfaction and burnout. We performed this study to explore the allocation of nonclinical administrative full-time equivalents (FTE) for FM residency core faculty members. Reported nonclinical administrative FTE time allocation is equivalent between university/medical school-based and community-based programs. The ideal proportion of FTE distribution identified by DCs had greater amounts of direct clinical care compared to greater emphasis on precepting time identified by PDs. DCs and PDs agreed that administrative time should be used for advising residents, curriculum development and delivery, and evaluation of resident performance. Barriers to allocating additional administrative time for DCs included loss of revenue and pressure by hospital-level leadership. PDs responded that the need for clinical supervision of residents was most significant. We performed our research through a cross-sectional survey of FM department chairs (DC) and residency program directors (PD) conducted by the Council of Academic Family Medicine Educational Research Alliance. We used descriptive statistics to characterize the data and Pearson's χ2 tests to evaluate bivariate relationships. DCs and PDs offer a similar ideal picture of core responsibilities, though subtle differences remain. These differences should be considered for the next revision of the Accreditation Council for Graduate Medical Education minimum program standards to best meet the needs of all FM programs.

Inclusive Principal Leadership and Family Engagement: Strengthening Parent Participation in IEP Meetings and Beyond

Principals play a critical role in creating inclusive schools for students with disabilities, but few studies focus on how principals foster meaningful engagement for parents of children with disabilities, especially within Individualized Education Program (IEP) meetings where important education decisions are made. Research focused on principal preparation further highlights the lack of preparation in special education which has likely led many principals to delegate special education duties and responsibilities. Consequently, many families feel silenced and disengaged in IEP meetings - which can lead to serious academic, legal, and financial consequences for both districts and families. In this article, we review literature on inclusive principal leadership and parent engagement to provide a set of evidenced-based recommendations to strengthen family participation in IEP meetings. In part, our recommendations are derived from our recent study of parents navigating the special education process and their experiences with principals. We conclude with final thoughts about how these recommendations can be woven into principal preparation programs, school improvement plans, and district efforts to implement IDEA.

AI 시대 교사의 역할에 대한 예비교사들의 인식 탐색

Objectives The purposes of this study is to analyze the view of pre-service teachers’ about teacher’s role in the AI era.
 Methods For this, reflective writing was used for 101 pre-service teachers who were enrolled university located in D metropolitan.
 Results Pre-service teachers predicated that AI’s influence on school education would increase in the future society. As a result, they concerned about excessive dependence on AI, fairness in evaluation and individualism while there were positive aspect of individualized education for learners, reducing teachers’ work and reducing the academic gap between students. Pre-service teachers recognized that teachers were who guide students to the human life by understanding and empathizing for them with a sense of duty in education and that AI could never replace them. They thought that teachers in future society should play the role of class planners, AI administrators, sympathetic leaders, guides to community life, and persons who develop critical thinking skills of students.
 Conclusions Frist, Pre-service teachers positively recognize the need for school change due to social change and show their’s subjective appearance as subjects for school change. Second, focusing on the ambivalence of AI in-fluence on education, they define the role of teacher in terms of ethics aspect, focusing on humanity. Third, it can be seen that pre-service teachers have a self-reflection aspect, in that they define the identity of teachers through understanding and empathy of the relationship between teachers and students. Forth, Pre-service teachers suggest what the educational direction schools should be by defining the desirable human life is com-munity life.

BELEDİYELERİN EĞİTİM ALANINDAKİ GÖREVLERİ: KIRIKKALE BELEDİYESİ ÖRNEĞİ

Today, it is a goal to reach the information society. In order to reach the information society, it is necessary to carry out educational activities and to ensure the continuity of these activities. In today's world where educational activities have gained importance and concerns about education have increased, the role of local governments, having important duties in this field, are undeniable. It is important for municipalities, which are local government units, to continue their educational duties, which are also supported by the regulation, meticulously in order to reach the information society. At this point, this study aims to emphasise educational duties of municipalities in a sample of a provincial municipality and to make suggestions. In this study, firstly, the relevant literature was reviewed, then a local government with important duties and responsibilities at the point of education was investigated, and the educational activities of Kırıkkale province, which was selected as a sample, were accessed from the municipality's website, and the educational activities carried out between 2020 and 2024 were analysed by content analysis research method and inferences were made. As a result of the study; It was seen that the educational activities of Kırıkkale municipality between 2020-2024 consisted of educational activities especially for children, young people, women and the whole public. The neighbourhood mansions project for women, which is especially focused on women, is a remarkable educational activity. The sale of cloth dolls produced by women in these mansions to other countries is very valuable in terms of bringing labour into the economy. At this point, as units close to the public, it is essential that the municipalities have continuity in this service line due to the prominent role of the municipalities in training activities at the point of putting into practice the talent and interests of public as units close to the public.

Indications of the Implementation Difficulties of the Family Education Promotion Law and Ways for Improvement

Aiming to improve the scientific, standardized, and professional level of family education, the newly promulgated “Family Education Promotion Law” responds to the practical issues that are widely concerned by society in terms of legislative expression and embodies the legislative intention of putting children first. It downplays state intervention, clarifies the responsibilities of all parties, and establishes a long-term mechanism for collaborative education between family, school, and community. However, during the implementation process, we are still confronted with problems including the difficulty in exerting the principal responsibility of parents, the social coordination mechanisms only existing in name, the hard-to-find family dereliction of duty, the difficulty in detecting dereliction of duty in family education, and the weakening function of Family Education Guidance Order. In order to implement the “Family Education Promotion Law” effectively, we must respect the autonomy of family education and ensure that the state intervenes in a timely and appropriate manner. In the meantime, the family education guidance service system should be elaborated, the quality of family education guidance services should be enhanced, and the role of communities and schools should be fully utilized.

حجرات نبوی ﷺ کی دینی اور دنیاوی اہمیت عصر حاضر کے تناظر میں

The personality of the Holy Prophet ﷺ is perfect and complete by following whom a person can be successful in this world and the hereafter. Today personal life has been shattered due to doubts and lack of trust. All those joys and happiness were present in these small houses which have almost disappeared in this advanced age. In these rooms of the Holy Prophetﷺ where life was full, the revelation of Allah was also revealed, and they performed the duty of divine worship and education of the Ummah. The reason for choosing this topic is that the domestic life of the Holy Prophet and his wives may be covered in simple words and to explain that the peace of life is not in the acquisition of material things but in the guidance of the Prophet ﷺ and the mothers of the believers.

An Analysis of the Legitimacy of Home Schooling and an Exploration of Its Path to Legalization in China

With the continuous development and innovation of domestic education, the fervor of home schooling in China has been increasing in recent years, and the issue of the legality of home schooling has received more and more attention. This paper briefly summarizes the social situation of home schooling in contemporary China and explores attitudes towards the home schooling phenomenon in the current Chinese education system.In the face of the denial of the legitimacy of home schooling in Chinas educational environment, the paper analyzes the relationship between home schooling and various laws and regulations under Chinas current legal and regulatory system, as well as the possibility of its future legitimacy. By focusing on the relationship between home schooling and the constitutional right and obligation to education, and analyzing and studying the legalization process of home schooling in the United States and other countries, the study provides some feasible solutions for the future legalization of home schooling in China. By focusing on the relationship between home schooling and the constitutional right and duty of education, the study and analysis of the legalization process of home schooling by the United States and other countries will provide some feasible suggestions for the future legalization of home schooling in China, with a view to facilitating the further developing of Chinas education.

Przestrzenie obojętności. Literatura i edukacja przeciw pogardzie

The article describes important aspects of life that are overlooked in Polish language education: obsolescence, intellectual disability, poverty, and pro-environmental activism. Each of these aspects becomes a reason for exclusion, a pretext for showing contempt. The literature for children and young adults opposes the signs of marginalization of these phenomena. The author reflects on the potential of literary works and the duties of Polish language education in creating an inclusive society and an inclusive school that supports each student and teaches dialogue and problem-solving.

Characterizing the Role of Surgical Vice Chair of Education: Stakeholder Needs and Current Practices

IntroductionThe role of a Department of Surgery (DoS) Vice Chair of Education (VCE) is a relatively new position intended to address the many changes and initiatives in medical education. The primary responsibilities and functions of a surgical VCE are not well described in the literature. This study examines the perceptions of stakeholders and current VCEs to develop a newly established position of VCE within an academic DoS. MethodsWe conducted semistructured interviews of 13 faculties in our DoS. Each of these faculties hold the role of fellowship or residency program director. We also interviewed 13 VCEs from other departments within the same hospital system. Transcripts of these interviews were analyzed using reflexive thematic analysis, comparing the data gathered from the two populations. ResultsThere was a consensus of positivity about the new VCE position by the stakeholders with some residual uncertainty about how it would affect their work. Four themes resulted from analysis of stakeholder interviews including advocacy for education, balance of clinical, research, and educational duties, departmental integration, and faculty development as educators. Three themes were generated from analysis of interviews of VCEs including leverage of experience, framework establishment, and leadership in education. ConclusionsAlthough exact VCE roles and responsibilities will be department dependent, this study may help other institutions craft their VCE positions and create a framework for understanding important stakeholder views.

Government Intervention on Student Activism in Philippine Universities: A Legal and Philosophical Synthesis

In January 2021, Lt. Gen. Antonio Parlade, Jr., spokesperson of the National Task Force to End Local Communist Armed Conflict, issued a statement that 18 universities in the Philippines, including Far Eastern University, De La Salle University, University of Santo Tomas, and Ateneo de Manila University – serve as recruiting grounds by the legal fronts of the Communist Party of the Philippines for the New People’s Army. In response to this, a joint statement was made reaffirming the universities’ commitment to defend democracy and nation-building, further reminding the government that autonomy and independence from the state must nonetheless be retained.
 Such conceptual discordance leads to issues that give rise to three philosophical endeavors, to wit: first, a pedagogical determination of the role of education as a vital catalyst of stability and change in contemporary times; second, a resolution of the possible human rights conflict between individual/ institutional academic freedom and the constitutional mandate of the Armed Forces of the Philippines to secure the integrity of the national territory; and third, a re-evaluation of the notion of academic activism and its relevance/ danger to the citizen’s adherence to the provisions of the Philippine Constitution. This paper will provide a commentary utilizing the philosophies of Habermas, Rawls, and Gewirth to serve as a guiding light in clarifying the intricate interplay between moral rights and duties in both education and law enforcement.

Legal Education in The Era of Disruption : Challenges and Opportunities

Entering the era of change known as industrial revolution 4.0 or era of disruption whose machine is globalization, education business or industry comes into the most extreme stage with the merging of corporations doing business in education under the (neo) liberalism ideology. Digital acceleration has turned education into a-fast-food-like industry in which success is measured by speed, first come first served. Legal education cannot be separated from such condition. The concept of openness, equality, and success naturally is the jargon crushed by the acceleration. Globalization and digitalization are the machine of acceleration. Digitalization enables us to connect whenever and wherever. Learning process is impacted most with developed technology. On one hand, education got facility especially when Covid-19 virus hit when all process of learning starting to be conducted in digital facility. Education shifts from material reality to artificial reality. However the use of screen technology may slowly erode the value of human-to-human interaction. The main duty of legal education is to advocate justice, utility of law and legal certainty carried out, mainly, by the students and at the same time sensitizing their students to the social injustice happens in the society and hopefully is to produce lawyers with morality of reformer where this lesson is believed to be best gained when a real interaction of people involved, the in-person interaction. Legal education should participate more in the construction of human resources who are more sensitive to the social problems and more focused on creating job opportunity and care more to the marginalized community. Legal education, in particular, social justice education is the step to achieve the objectives in which community is involved (collaborative) in learning process. Their involvement should be full in the activity to generate common concern, and the fulfilment of the better life. The question raising is what model of legal education that can maintain those values and aims using the digital technology to tackle the disruptive era?. Keywords: Legal education, disruption era, VR-technology

Humanistic dialogue in Education according to Paulo Freire

This paper describes Paulo Freire's thoughts on humanistic education. The background of this study is the dehumanization situation in our society today, which is caused by unfair practices. The method used is a literature review, by collecting book sources and journal articles that talk about Freire's views on humanistic education. Historically Freire's humanistic education emerged from his struggle with the practice of injustice towards the poor. They are oppressed because of the poverty they experience. This practice resulted in dehumanization. Dehumanization can only be changed through a dialogical educational process. According to Freire, humans are naturally beings who are aware of their existence in and within the world. Because of this, humans in their practical experience are always in dialogue with the world. The oppressed are invited to recognize and be aware of the reality of the oppression they experience in this educational process, then struggle to overcome this oppressed situation. The aim of dialogic education is to regain human values that have been taken away due to acts of oppression. With that dehumanization is changed to humanization. According to Freire, the ontological need for every human being is to become a complete human being in his existence. It is the duty of education to help every human being to become a complete human being in the reality of his life. It must be admitted that our nation's society is currently experiencing a crisis in many aspects. These crises are actually rooted in the humanitarian crisis. There are many practices of injustice that sacrifice the rights of many people. Paulo Freire's humanistic educational approach can be used as a basis for facing and resolving this crisis

Özel Eğitim Kurumlarında Mesleki Etik Değerlerin İncelenmesi

In this study, it is aimed to examine the professional ethical values in private educational institutions. Although the basic staff in the education of children who require special education is a special education teacher, specially trained staff refers to a team consisting of many different areas of expertise in addition to the teacher. This team will be able to differentiate in the personnel who provide services according to the type of service required by the individual and their requirements. In this context, special education services, special education teachers, teachers assigned special education duties by traveling, guidance counselors-psychological counselors, psychologists, family doctors, audiologists, physiotherapists, parents, volunteer organization officials, primary school inspectors trained in this field, workplace representatives in institutions where individuals requiring special education work can be. Our awareness and experience of our professional actions will provide us with methods for the usefulness of our practices. However, in cases where we remain undecided, when it comes to our conflict with legal sanctions, the lack of someone to consult, even if it is impossible to get out of the business, can put us in front of some dangers. The problems in the field of special education can vary. Curriculum programs that cannot respond to the characteristics of the majority of students can raise the expectations of families, institution managers and education supervisors and cause teachers to make demands on their knowledge and responsibilities. However, staff shortages and teacher characteristics seem to be an obstacle to the formation of working and evaluation conditions that can meet the criteria in professional practices. Parents' failure to provide appropriate support to educational practices and the teacher can sometimes cause the teacher to perceive themselves as inadequate. It is very difficult for teachers to resolve such negative emotions. Because in our country, the number of supervision activities for the development of teachers is almost nonexistent. Key Words: Special Education, Special Educational Institutions, Professional Ethical Values

Pemodelan Arsitektur Sistem Informasi Pemagangan dan Penempatan Kerja Menggunakan Framework TOGAF (Studi kasus: Politeknik LP3I)

LP3I Polytechnic is a higher education institution that specializes in workplace education. A strong approach is needed for this higher education institution to fulfill its educational duties. To support this business strategy, top-notch information systems and information technology are required. The TOGAF-ADM (Open Group Architecture Framework-Architecture Development Method) is used in this architecture modeling of the internship and employment information system. A better grasp of how to develop enterprise architecture models will be given through a number of TOGAF ADM activities for enterprise architecture development. Based on the requirements of numerous organizations, including both industrial companies and colleges, TOGAF-ADM is a generic and simple implementation technique. In this journal, 8 steps will be discussed using the TOGAF framework in implementing it in the internship and employment section at the LP3I Polytechnic including Architecture Vision, Business Architecture, Information System Architecture, Technology Architecture, Opportunities and Solutions, Migration Planning, Implementation Governance, Change Management.

A Multimodal, Resident-led Newborn Emergencies Night Curriculum.

Following graduate medical education duty hour reform, many programs have migrated to a night float model to achieve duty hour compliance. This has led to increased focus on optimizing nighttime education. A 2018 internal program evaluation of the newborn night rotation revealed that most pediatric residents received no feedback and perceived little didactic education during their four-week, night float rotation. One hundred percent of resident respondents were interested in increased feedback, didactics, and procedural opportunities. Our objective was to develop a newborn night curriculum to ensure timely formative feedback, enhance trainee didactic experience, and guide formal education. A multimodal curriculum was designed to include senior resident-led, case-based scenarios, a pre- and post-test, a pre- and post-confidence assessment, a focused procedure "passport," weekly feedback sessions, and simulation cases. The San Antonio Uniformed Services Health Education Consortium implemented the curriculum starting from July 2019. Thirty-one trainees completed the curriculum in over 15 months. There was a 100% pre- and post-test completion rate. Test scores rose from an average of 69% to 94% (25% increase, P < .0001) for interns and an average of 84% to 97% (13% increase, P < .0001) for third-year residents (PGY-3s). When averaged across domains assessed, intern confidence rose by 1.2 points and PGY-3 confidence rose by 0.7 points on a 5-point Likert scale. One hundred percent of trainees utilized the on-the-spot feedback form to initiate at least one in-person feedback session. As resident schedules evolve, there is an increased need for focused didactics during the night shift. The results and feedback from this resident-led and multimodal curriculum suggest that it is a valuable tool to improve knowledge and confidence for future pediatricians.

Nurse educators' experiences of providing education to patients and families

Nurse educators' experiences of providing education to patients and families

학습자 주체성 담론에 대한 비판적 접근

This study aims to critically analyze ‘student agency’ which is presented as a key competency in future education, through the lenses of Han’s ‘Burnout Society’ and Foucault’s governmentality. Student agency is an ability for students to act independently in and out of school. However, although discourses on student agency become crucial for future education, reflective or critical approach to the concept is scarcely found. If most researchers simply try to utilize the concept for future education without any critical reflection, pathological issues in education (e.g., student depression) would remain unsolved.&#x0D; Foucault’s concept of governmentality helps more comprehensive understanding along with Han’s argument. Governmentality is a systematic social mechanism that activates power by controlling minds of individuals. In neoliberalism, governmentality deceives individuals by making them to orientate themselves towards ‘freedom to be normal.’ With Foucault’s idea, Han’s concept of self-exploitation is interpreted as an exploitation by formless power structure. For this concept, it is remarkable that power gradually hides its appearance and blurs a boundary between a subject and the power structure.&#x0D; Student agency discourse, however, tends to be insufficient with the reflection of a relationship between learners and power structure focusing only on methodological aspects by highlighting student agency as a solution for future education. The issues which may be occurred by this are as follows. First, this may repeat the argument of pedagogy in the Enlightenment era by supporting students’ autonomy and rationality. Second, the uncertainty of future could belittle a discourse on the role and duty of education. Third, student agency can be misunderstood as a panacea for future education when it is interpreted as a competency in lifelong learning.