Educational Planning Research Articles

Perencanaan Pendidikan Dengan Metode Man Power Planing Approach

Educational planning is an important aspect in developing an effective and efficient education system. In this era of globalization, an innovative approach is needed to meet the need for a qualified workforce. One method that can be used in educational planning is the Man Power Approach method. The Man Power Approach method is an approach that involves analyzing future workforce needs, competencies, and developing a curriculum that is relevant to the job market. By using the Man Power Approach method in educational planning, it is hoped that we can create an education system that is responsive to workforce needs and capable of producing quality graduates who are ready to face the challenges of the world of work.

Context-Specific Dynamics of Centrally Planned Macro Program for School Infrastructure Reform

The educational program evolved at the national level manifests in a general macro program. The school infrastructure development program through the President’s Education Reform Program (PERP) is one of the centrally developed educational programs in Nepal, as the case of this research article. The objective of this article is to analyze the context dynamics of centrally evolved school infrastructure (ICT and classroom building) program installation. The primary data employed in this article were drawn from the stakeholders of three program school cases situated in Sarlahi and Rautahat districts belonging to an embedded multiple-case study design of qualitative research methodology. FGD, key informant (KI) interviews, and general observation methods were used for information elicitation. The research findings reveal that centrally developed macro program policy interacts with school system-specific micro-contexts or central policy contexts which make program policy be implemented irrespective of the prioritized need, adapted with a modified technical design responding to the school-specific resources, and practiced with diverse school leadership styles. In the lapses of coordination and commitment of the tiered governance systems, the PERP or any other macro-program policy becomes strange for the implementers. The complex interaction of school-specific systems dynamics consisting of school infrastructural needs, stakeholder involvement, established school leadership styles, and initiation of local government authority make central macro policy be enacted and adapted rather than be linearly implemented. This implies incorporating the school-specific dynamics as a core component of the education plan for the formation of pragmatic program policy to enact effectively.

Assessing the spatial distribution and accessibility of public and private schools in Qatar: A GIS-based analysis

Educational services are essential to the development and well-being of any city, acting as a cornerstone for individual and community advancement. The aim of this study is to analyze the spatial distribution and accessibility of public and private schools in Qatar, using various GIS tools to inform educational planning and policy. The methods employed include Kernel Density Analysis to visualize the concentration of schools, Nearest Neighbor Analysis to assess spatial patterns, Ripley’s K-function to evaluate clustering across different scales, Location Quotient to determine relative school concentrations, and Buffer Analysis to examine proximity to various land uses and hazards. Additionally, Accessibility Analysis was conducted to calculate travel times and distances to schools. The results reveal significant clustering of both public and private schools in urban centers, particularly Doha, with notable disparities in school accessibility between urban and rural areas. Policy implications highlight the need for strategic placement of new schools, improvement of existing facilities, and targeted interventions in underserved regions to ensure equitable access to quality education for all students across Qatar.

Expanding the phenotype of neurofibromatosis type 1 microdeletion syndrome.

Neurofibromatosis type 1 (NF-1) microdeletion syndrome accounts for 5 to 11% of individuals with NF-1. The aim of our study was to characterize a large cohort of individuals with NF-1 microdeletion syndrome and expand its natural history. We conducted a retrospective chart review from 1994 to 2024 of individuals with NF-1 microdeletion syndrome followed at two large Neurofibromatosis Clinics. This cohort consists of 57 individuals with NF-1 microdeletion syndrome (28 type-1, 4 type-2, 2 type-3, 9 atypical deletions, and 14 indeterminate). We note 38/56 (67.9%) with describable facial features, 25/57 (43.8%) with plexiform neurofibromas, and 3/57 (5.2%) with malignant peripheral nerve sheath tumors within the observed period. The most reported neurodevelopmental manifestations from school-age or older individuals included 39/49 (79.6%) with developmental delays, 35/49 (71.4%) with expressive and/or receptive speech delays, 33/41 (80.5%) with learning difficulties, and 23/42 (54.8%) with attention-deficit/hyperactivity disorder. Full-scale IQ testing data was available for 22 individuals (range: 50-96). Of the 21 adults in this cohort, 14/21 (66.7%) graduated from high school, and 4/21 (19.0%) had some college experience. Many individuals received academic support (i.e., special education, individual education plan). In this cohort, neurocognitive outcomes in adults varied more than typically reported in the literature.

Emotional intelligence predicting subject-specific academic success: EQ-i Youth in South Africa

Background: Academic performance has been perceived as an element, which can change the lives of youth, while emotional intelligence (EI) often relates to adolescents’ well-being and, in turn, can influence academic performance. Emotional intelligence development is related to multiple beneficial outcomes and deemed a valuable tool for educational and career planning. However, there is a need for more EI-related guidance in youth interventions.Objectives: To inform such guidance, this is the first study that aimed to confirm the relationship between the academic results of South African adolescents and EI (measured using an updated assessment and newer EI model). It also aimed to determine whether specific EI scales were dominant predictors of subject-specific academic results.Methods: A quantitative research study was conducted following a non-experimental, correlational research design and stratified random sampling method. The study was conducted in secondary schools across South Africa. Academic results and EI scores of 284 adolescents between 13 and 19 years were available for correlational and regression-based dominance analysis techniques.Results: Results confirmed a significant positive relationship between total EI scores and academic year averages. Prominent findings included the decision making composite, which had the strongest relationship with and was the most dominant predictor of most compulsory subject averages.Conclusion: The results point to the importance of considering learners’ EI as a contributing aspect to their school performance, by incorporating learner-tailored EI testing and development at a school level.Contribution: Findings contribute to the criterion validity of the EQ-i Youth assessment and can guide teaching and career guidance initiatives in incorporating tailored EI strategies for learner development.

EXPLORING THE UNEXPECTED EFFECTS OF ARTIFICIAL INTELLIGENCE APPLICATIONS ON STUDENT MOTIVATION FROM THE PERSPECTIVE OF COLLEGE STUDENTS WITHIN THE GREEN LINE

In an attempt to improve the whole college student experience, higher education has adopted modern techniques and technologies more and more in recent years. A few instances of how technology improves college students' educational planning and participation include the usage of games, learning management systems, virtual and augmented reality, artificial intelligence applications, and video-assisted learning. There are worries about how technology may affect students at colleges, universities, and other higher education institutions, despite the fact that it has significantly improved education.

Perencanaan Karir dalam Pendidikan Islam (Studi Literatur)

Islamic education. The research approach used is qualitative with a literature study method. The main source of research data is research articles published through various journals and indexed by google scholar. Data collection was carried out using the keyword "career in Islamic education". Articles used as primary data sources are articles published in the last 10 years. The data analysis used is qualitative data analysis consisting of data reduction, data presentation, and conclusion drawing. The findings of this study are that career planning in Islamic education begins with a deep understanding of oneself. Individuals are encouraged to understand their potential, interests, talents, and values, in line with Islamic teachings that emphasize the importance of introspection and self-discovery. With a deep understanding of themselves, individuals can identify career goals that align with religious values and qualified personal aspirations.

일반유아의 도전행동 개선을 위한 개별화교육 지원팀의 효과

Objectives The purpose of this study was to identify the competencies of occupational therapists as members of the individualized education team and to apply individualized education to children exhibiting challenging behaviors, thereby reducing the children's challenging behaviors and alleviating the educational difficulties faced by classroom teachers. Methods This 7-week study involved a 3-year-old boy in D Metropolitan City, aiming to create an individualized education plan through consultations with a specialized team including an occupational therapist and other professionals. Using ABC behavior charts and rating scales, we established and implemented short and long-term goals. The homeroom teacher applied these strategies three times a week, following guidelines designed to address the child's challenging behaviors. Results Following the intervention, notable improvements were observed in the child's behavior, with significant reductions in challenge behaviors and anxiety levels, as tracked by the ABC behavior chart and rating scales. Short-term goals showed marked progress, demonstrating the effectiveness of the tailored strategies. Positive feedback from the homeroom teacher and director highlighted the structured approach's success in addressing the child's needs and the potential benefits of professional guidance in educational settings. Conclusions The role of the individualized education support team for challenging behaviors in typical children was found to be effective in reducing challenging behaviors, and the necessity of the occupational therapist's role as a member of the individualized education team was confirmed. This study is a pilot study focusing on a single child, and future research aims to expand to various children to examine the impact of occupational therapists on challenging behaviors in typical children.

Analisis Potensi Kewirausahaan Mahasiswa Universitas Batanghari

By employing descriptive analysis and questionnaires distributed to all Batanghari University students, this study seeks to ascertain the entrepreneurial potential analysis of the student body. As part of the entrepreneurship education plan in higher education, the Entrepreneurial Student Program (PMW) was created to promote an entrepreneurial spirit and encourage entrepreneurial activity so that college graduates become more job creators. On the other hand, it is uncommon to discover a graduate who wishes to launch his business as soon as he graduates from college. The failure of this endeavor is said to have resulted from a lack of seriousness in attempting and appreciating pupils' potential. Six criteria can be used to evaluate a student's entrepreneurial potential: personality, self-control, creativity, drive or desire, risk-taking daring, and self-assurance. Recognizing a student's potential might, in some ways, give insight into how much they believe they still need to study in order to become even better. Gaining awareness of your entire being, including your advantages and shortcomings, is what it means to know oneself. These insights might prove invaluable in your entrepreneurial endeavors.

Successful implementation of interprofessional education: A pedagogical design perspective

Interprofessional collaboration (IPC) is crucial within healthcare teams that must provide safe and quality care to their patients. Competent professionals in this area offer better care and contribute to a medical culture where IPC and teamwork are valued. To become competent, they must be adequately trained. Unfortunately, the literature describes that collaboration training is uneven across professions. Interprofessional education (IPE) could fill this educational gap but remains challenging to implement. This article aims to present ten clear and concise considerations to implementing IPE initiatives successfully, following a well-described pedagogical designing process. After reading, the clinician-educator will be informed of the newest evidence in IPE as well as the common pitfalls to avoid. From the starting point of a recent synthesis article on IPE, several additional syntheses, analyses, and recommendations articles were consulted and synthesized. From that, the findings are organized according to the “ADDIE” model, a flexible methodology used in pedagogical design through iterative cycles in context. The phases of “ADDIE” are analysis, design, development, implementation, and evaluation. According to these phases, the considerations will be presented to allow the reader to apply them "step by step" in their educational planning process. Ten considerations are presented, from the needs analysis, stakeholders and Faculty involvement, composition of the design team, selection of students and types of learning activity, the role of reflexivity, training of facilitators, supervision, and the continuous improvement process. Taken together, these will contribute to highlighting the essential nature of training in collaboration in modern professionalizing programs.

The Parents’ level of Participation in the Individualized Educational Plan (IEP) of their Children with Intellectual Disabilities in the Kingdom of Saudi Arabia–A Qualitative study

This study aimed at investigating the parents’ level of participation in the Individualized Educational Plan (IEP) of their children with intellectual disabilities in the Kingdom of Saudi Arabia. This study employed the qualitative descriptive approach, which helps the researcher to reach the study problem and its merits, as the semi-structured interview method was adopted. In this regard, an initial survey questionnaire, in which more than (33) parents whose children receive special education services and programs in the Kingdom of Saudi Arabia participated, was designed. The purpose of the survey questionnaire was to identify the target sample for the interviews, based on the participants' answers and their personal desire to conduct the interview or not. The study included (4) interviews with parents of students with intellectual disabilities. After analyzing the qualitative data, the results revealed several themes and topics that relate to parents and the IEP. For example, the results indicate that all the participants have good knowledge about the basic concepts of the IEP and in a way that makes them able to understand its objectives and basic contents. Regarding communication, the results showed that the participants expressed a noticeable concern about the limited communication with the school.

Creating a Responsive Society for Effective Implementation of Inclusive Education: The Case for the Adoption of the Socioecological Model

Inclusive education increases human capital such as knowledge, skills, social interactions, and health, which enhance individuals’ chances for higher earnings, social mobility, and sustainable growth within communities and countries. For inclusive education to be successful, a written plan or an individualized education plan has been advocated for. The concept of this plan defines special education programs, accommodations, and services that a school board will provide for students or the practice of helping students meet their educational goals through educational programs that modify certain course requirements to be either above or below age-appropriate, grade-level expectations, and the provision of alternative course or class expectations that help students acquire knowledge and skills that are not part of the curriculum. Therefore, using this plan, the proponents of inclusive education advocate for the inclusion of individuals living with physical and mental impairments, such as sensory or mobility limitations, intellectual disabilities, language disorders, and behavior disorders, to promote education access to marginalized groups in society. On the other hand, the opponents of inclusion education argue that the concept of a written plan, or an individualized education plan, seems ineffective and paradoxical to the general government’s policy on an inclusive classroom. A review of existing literature on inclusive education shows that the inconsistencies in both the concept and implementation of inclusive education are the outcomes of the dichotomy between an unresponsive society, which encourages a stagnant or ill-prepared system, and a rapidly evolving political correctness environment. As a way forward, we recommend the adoption of a social-ecological model for creating a responsive society for the effective development and implementation of inclusive education policies based on the findings of our consolidated literature review. Received: 19 May 2024 / Accepted: 27 June 2024 / Published: 8 July 2024

Research progress on knowledge-attitude-practice of VTE prevention in hospitalized patients: A review.

This study analyzes and summarizes the assessment tools, current situation, and influencing factors of venous thromboembolism (VTE) prevention knowledge, attitudes, and practices (KAP) among patients. This study aimed to provide a reference basis for developing targeted health education plans and intervention strategies for patients to improve their knowledge and beliefs concerning VTE prevention. This study aimed to increase the implementation rate of VTE prevention measures and ultimately reduce the incidence of VTE.The current studies found that the factors influencing knowledge, attitude, and practice of VTE prevention in hospitalized patients include demographic factors (age, sex, education level, occupation), disease-related factors (treatment stage, injury site, and wards), and other factors (receiving VTE-related knowledge education and having medical workers at home).

Assessment of the Validity and Reliability of an Arabic Version of Autism Behavior Checklist: One Center Study

Abstract Background Autism behavior checklist (ABC) is a list of questions concerning a child's behaviors as a part of a broader tool, the Autism screening instrument for educational planning (ASIEP). To date, this checklist has not been translated into Arabic, and therefore, it cannot be used with Arabic speaking patients. Objective To translate the Autism Behavior Checklist from English to Arabic and to assess the psychometric properties of the Arabic version. Patients and Methods A total of 400 Arabic fluent mothers or caregivers of autistic and typically developed children aging 2-14 years recruited from Developmental and behavioral clinic and outpatient clinic-pediatrics hospital, Faculty of Medicine, Ain Shams University participated in the study. The Arabic version of Autism behavior checklist was checked for its structural validity and reliability. Results Of 400 children included in the study, the autism group consisted of 114 boys (76%) and 36 girls (24%), mean age was 7 years ± 1.8 years, and the typical development group consisted of 145 boys (58%) and 105 girls (42%),mean age was 7.4 years ±1.6 years. The Autism behavior checklist was translated following the international guidelines. Autism behavior checklist yielded a five factors model by exploratory factor analysis (EFA). Kaiser-Meyer-Olkin (KMO) statistic was (0.671), Bartlett's Test of Sphericity was statistically significant (P-value< 0.05) with chi square test value of (χ2 = 22231.064, df = 1596). Overall, the 75 items revealed good internal consistency, Cronbach's alpha was (0.972), the intra- class correlation coefficients (ICC) of the five subscales ranged from 0.423 to 0.677 (P < 0.01). At two weeks interval the ICC of the five subscales ranged from 0.335 to 0.856 and the total score was 0.869 (P < 0.01). Conclusion The Arabic version of Autism Behavior Checklist (AV-ABC) is a valid and reliable tool to screen and assess cases with autism spectrum disorder.

Peran Guru Dan Kepala Sekolah Dalam Implementasi Kurikulum Merdeka Belajar (The Role Of Teachers And School Principals In Implementing The Independent Learning Curiculum)

Abstract: Education is the main point of support of the progress of a country. Training is an important component of working in HR. HR develops and creates according to the individuals ability to think and think about the design of their own meetings. With changes to educatioanl programs, public authorities want to advance existing educatonal programs, SO that the implementation of educational programs must be able to slowly understand the vision, mission and goals of public schools. Therefore, any changes to the education plan should focus on the conditions experienced in the implementation of the previous education plan. The preparation of this article of educational programs that involve research strategias as writing or writing studies. The free educations program is an educational program with various intracuriculer realizations where the subtance will be more ideal so that student have sufficient opportunities to explore ideas and strengthen skills. The head is the boss and pioneer is continuing to make changes in development at the school. Intructors can contribute cooperatively and actually work with the progress of the schools educational plan to coordinate and design learning materials, books, texts and content.

Unlocking Potential: A Comprehensive Analysis of Inclusive Education Policies for Children with Disabilities in Nepal

Special Education Council was established in 1973 after the 1971 National Education System Plan transformed inclusive education in Nepal. Despite delays, 2015 constitutional mandates and 2019 National Education Policy support inclusive education. This review article examines Nepal's inclusive education policies from 1996 to 2017 focusing on changes and challenges. Recent successes include the 2010 ratification of the Convention on the Rights of Persons with Disabilities and the 2018 Compulsory and Free Education Act. The 2019 policy merger and 2076 Education Policy lack inclusive education implementation plans, indicating areas needing improvement. Utilizing Policy Implementation Theory alongside SWOT Analysis, this study endeavors to assess the efficacy of existing policies, evaluate historical adaptations, and scrutinize adherence to international commitments within the Nepalese context. As the International Institute for Educational Planning highlights, legislative frameworks play a pivotal role in fostering parity and inclusivity, underscoring the imperative for stakeholder consensus. Nepal's 2015 constitution meets international standards; however, physical accessibility is still a concern. The study focuses on accessibility, inclusive party laws, manifestos, and collaboration with OPDs, which are recommended for effective representation. Similarly, equal education and employment require inclusive curriculum design and barrier removal in inclusive education and vocational training. Nepal faces policy discrepancies, a lack of trained special educators, and insufficient resources. Implementing inclusive education policies in Nepal is challenging due to contextual, organizational, and policy barriers. It requires infrastructure investments, awareness campaigns, and targeted regulations. Infrastructure investments, awareness campaigns, and targeted regulations are needed implementing inclusive education policies in Nepal is complicated by contextual, organizational, and policy barriers. The study recommends a comprehensive, situation-specific strategy using school psychologists to promote inclusive mindsets in technical and vocational education with invest in infrastructure development to ensure physical accessibility for individuals with disabilities and enact policies that promote inclusive practices within educational and vocational training institutions.

The waning legitimacy of international organisations and their promissory visions

ABSTRACT We argue that the legitimacy of international organisations (IOs) as self-proclaimed representatives of humankind, which was unfounded from the outset, is waning. To substantiate that claim, we undertake a critical inquiry into the legitimacy of the promissory visions pursued by IOs in the field of education across three historical periods. The first traces the rationalistic educational planning and idealistic ‘one world’ projects of the post-World War II period. The second examines the era of globalisation, when the discourse that legitimised the educational visions of IOs shifted towards the promises of the ‘global knowledge economy’. The third discusses the contemporary trend towards emergency governance and crisis narratives. While the narratives of progress shifted, a pattern that has emerged is the move towards globalism and uniformity. Drawing on insights from philosophy and historical studies of world-empire, we argue that the world-making experiments conducted by IOs were destined to be unsuccessful.

Planning of Educational Services to be conducted in Support Education Classrooms

In primary schools, support classrooms have been established for students with special educationalneeds to receive support education in areas where they need it, while continuing their education in the sameclass with their peers. In these rooms, education is provided to students with disabilities and special talentedstudents through inclusive/integration. Therefore, the design of the educational environment, educationalprograms and teaching plans need to be prepared in a more specific way. The education given in supportclassrooms is organized according to the student's individual education plan (IEP). In order to achieve theeducational goals, set out in the plan, educational and support services should be planned according to the needsof the student. In this study, opinions and suggestions are given for the planning of the educational environment,the student, other stakeholders and the educational program in order to achieve the goals of individualizedsupport education. In this context, a conceptual framework has been created on the structure, purpose, elementsand planning of support education following a comprehensive literature review. It is thought that the study willguide educators and researchers who are interested in this area.

Third-generation nursing schools can lead to improved teaching of critical thinking and problem-solving skills among nursing students

To the Editor Considering social, economic, environmental, and internal developments within universities, the need for medical universities, particularly nursing schools, to transition into third-generation universities has become evident [1]. Given the extensive changes in the field of medical sciences and society's needs, shifting perspectives on university education is necessary. Unfortunately, outdated university curricula, the lack of alignment between educational planning and global changes, reliance on traditional teaching methods, and the absence of creative skills among students are some of the main obstacles preventing universities, especially medical and nursing schools, from fulfilling their educational missions [2]. Meanwhile, the higher education system in each country is responsible for training specialized workforces [2]. Undoubtedly, the economic and social added value of any society depends on the performance of its universities. Moving toward third-generation nursing schools is an inevitable process [1].

Effects of counseling strategies among undergraduate students' achievement in measurement and evaluation in a tertiary institution in Anambra state

This quasi-experimental study investigates the effects of counseling strategies on undergraduate students’ achievement in Measurement and Evaluation within tertiary institutions in Anambra State. The research design involved a random sample of 20 undergraduate students enrolled in Measurement and Evaluation courses across various tertiary institutions. The study employed three distinct counseling strategies: Cognitive-Behavioral Therapy (CBT), Person-Centered Therapy, and Solution-Focused Brief Therapy (SFBT). The researcher designed an Achievement Test in Measurement and Evaluation (AATME) as the primary instrument for data collection, comprising of numerous decision questions lined up with the educational plan. Pre-test and post-test measures were directed to the two gatherings, and the information were investigated utilizing mean and standard deviation. The discoveries expect to give understandings into the differential impacts of directing techniques on understudies’ scholarly accomplishment in Estimation and Assessment. By looking at pre-test and post-test scores between gatherings, the review adds to the current writing on guiding adequacy in instructive settings. The examination holds suggestions for teachers, guides, and policymakers, offering proof-based understandings into the plan and execution of directing mediations customized to the special necessities of college understudies in the field of Estimation and Assessment.