Educational Pyramid Research Articles

A Study On The Attitude Of Teachers Towards Developing Communication Skills In English Among Secondary School Students

Education is an effective means of social reconstruction. It is the process of facilitating learning. It helps in the acquisition of knowledge, skills, values, morals, beliefs and habits necessary for the human living. It helps to develop good qualities among people and tries to draw out the best in them. It is the creation of a sound mind in a sound body. It seeks to develop the innate capacities of the individuals. Education is a potential tool for creating awareness among people and enabling them to lead a happy and peaceful life. In the entire educational pyramid, the secondary stage of education is said to be very crucial for various reasons. It facilitates occupational and social mobility. It is considered as the minimum level of attainment for people to survive in the modern technological world. It leads to several middle level jobs, pre-job training courses and self-employment. In fact, it is the secondary stage of education on which the social, economic, technical and cultural efficiency of the nation depends. It plays an important role in training the youth of the country to take an effective part in understanding nature and its contribution to human living.

Outcome-Based Education Pyramid: A Comprehensive Framework for Enhancing Educational Outcomes

Outcome-Based Education (OBE) is a student-centered approach that focuses on defining clear and measurable learning outcomes. It provides a structured framework to design curricula, deliver instruction, and assess student performance based on these outcomes. This research article aims to explore the concept of the Outcome-Based Education Pyramid, a comprehensive framework that supports the implementation of OBE. The article discusses the key components of the pyramid, including learning outcomes, instructional strategies, assessment methods, and continuous improvement. Furthermore, it examines the benefits and challenges of implementing the Outcome-Based Education Pyramid in educational institutions.

The role of chameleon leadership behaviors in enhancing organizational effectiveness an exploratory study of the opinions of a sample of academic leaders at Tikrit University

The study aims to determine the role of chameleon leadership behaviors in enhancing organizational effectiveness among a selected sample of academic leaders at the Tikrit University who represent the top of the educational pyramid from an administrative and scientific point of view. The researcher used the descriptive analytical method in order to reach the results. And the questionnaire as a main tool in collecting data and information related to the field aspect of the study. Tikrit University was field-selected for the study and its hypotheses were tested, as (120) questionnaires were distributed to a sample of academic leaders at University, the field in question received (116) and the valid forms were (110) questionnaires after the exclusion of (6) invalid questionnaire. After collecting data and processing it statistically through the statistical programs (SPSSV18) and (AMOSV21), the study reached a number of results, the most important of which are: - The results of the study showed that the researched educational organization adopts the dimensions of chameleon leadership behaviors from the academic leaders' point of view. The study recommends that the administration of colleges at Tikrit University should direct the participation of all administrative levels in setting the planned goals for community service.

Near and far - Learning despite corona distance

Studying at schools and Universities of Education has changed since the beginning of March 2020. Due to requirements to contain the Covid-19 pandemic, the course of study had to be temporarily changed completely to distance learning, which demanded a high degree of adaptation and change motivation from teaching staff and students. One challenge for teachers was to provide efficient online learning with meaningful activities in such a way that the students do not lose focus on their learning goals, their motivation is kept up and communication is maintained. In order to offer schools, teachers and parents appropriate support for learning at home, during and after the corona crisis, a rich online platform was developed by lecturers of the University of Education. As an illustration, a practical adoption is shown of how to transform a course originally planned face-to-face to a blended learning version. The used combination of the elements -flipped classroom video, MOOC, recording, chat and an online portal as repository- are used for the course “Computational Thinking with a single-board computing device” will be presented. As a further initiative, a model which originates from an Erasmus+ project will be introduced. The objective of this model, the Educational Pyramid Structure, is to bring tools and methods into the education system quickly, with the greatest possible outcome and sustainability. In this context the use of Learning Flips will be displayed, which are to be produced at all levels of the school system (teacher educators, students, teachers, pupils). Centrally, this contribution will outline the overarching online platform and the results of a study conducted as part of the research project "Learning despite corona".

ضمان الجودة في الجامعة الجزائرية مقارنة بالتجارب العربية والعالمية الناجحة

The university is considered the top of the education pyramid; and one of the most important institutions to form a qualified human capital and capable to achieve its objectives on the one hand and the objectives of the operator on the other. And further the objectives of the development community to adapt to the future and to keep pace with the many successive and rapid changes in higher education over the past decade- on understanding the Harmonization of work and education and harmonization of university curricula and disciplines with labor market needs were necessary University by its scientific frameworks of different degrees; transfer knowledge to students, and then provide the community with technical and scientific skills. In addition to its scientific and empirical research it also provides advisory services and the completion of some projects related to social development The Arab universities have made remarkable efforts to cope with change; although some reports global which are classified as the universities of the developed world were exempt from a reference to an Arab University, each university seeks to catch up; and Planned to be soon in the universities of the world, Take into account the principle of universality of higher education. which are classified as the universities of the developed world were exempt from a reference to an Arab University each university is looking to catch up on progress , and Planned to soon be in the world’s universities, Take into account the principle of universality of higher education.The quality assurance study in the light of the principle of universality provides an opportunity for these universities to develop a plan to achieve the desired objective with the preservation of their cultural dispositions, and its special priority; is a way of Arab universities to develop their performance and achieve their goals to soon be in the universities of the developed world. Integrating the principle of universality of education into quality assurance is a way for Arab universities to develop their performance and achieve their goals to be soon in the universities of the developed world. The concept of education in the context refers to crtai characteristis ; for example: the crieteria for teacher training the crieteria for building school; the crieteriafor school cimate ; the crieteria quality school books ; the crieteria of nature and efficiency of administrative management; the crieteria for the quality of educational programmes; the crieteria for the taching strategies ;etc the adoption and implementation of a quality assurance system in higher education institutions in Algeria in harmony with political specificities The country’s social and cultural life has become an imperative in order to face the challenges both nationally and internationally.and it is no secret that the application of quality in higher education is still at the experimental stage;because it has not yet achieved the objectives expected in several countries, including Algeria, which has not benefited well and has exploited its successful global and Arab experiences in the field of quality. it is clear that the future of quality assurance depends on the efforts and functions of the existing quality assurance unit at the level of all Algerian university institutions which, despite the allocation of the necessary financial resources to perform its task has not yet achieved its objctive with regard to the process of self-assessment of training programmes evaluation of academic performance and research for academic staff and in general the assessment of the activities of the institutions and what resulted from the appropriate corrective action.

Financial Sustainability Criteria for Waqf Institutions: Harvard University as a Model

This study seeks to highlight the best of the Western models in the field of university endowments. It is a model that has been ensconced at the top of the educational pyramid in the United States and Europe for decades. This is due to the management, the investment methodologies and board policies adopted in this model regarding its holdings, investments and disbursements during the past decade. The exemplar of this model is Harvard University, one of the strongest scientific and academic universities in the United States of America; in fact, in the world. It is renowned for its academic strength and financial independence thanks to its endowments, which continue to manifest clear, strong growth. There is no doubt that the approach adopted by the University during the past decade has been very clear, especially in the area of protecting its endowment assets and in reducing expected losses in the area of investments of its endowment assets. This has been done by adopting the investment methodology and performance policies of the Governing Council, in addition to the exceptional performance of its arm for attracting new endowment assets and donations over the last decade. To discuss this experience, the research looks at the financial sustainability criteria adopted by the University to preserve its endowment assets and how the University deals with the risks that beset them. It has itself suffered several investment losses in its endowment assets, as is evident from the company's annual investment management reports. In addition, the University's endowment governance structure with regard to transparency, governance, and internal and external monitoring of its financial assets are discussed. There is no doubt that Harvard’s endowment experience has been pursuant to the endowment activity that has prevailed in several American and European universities, as well as those of Canada, Japan, Singapore and other countries. However, the most prominent and best in performance and investment are the American universities, which have benefited from the legislation in the United States in support of the phenomenon of endowments for the benefit of university education. The study will be limited to Harvard University, while taking into consideration the practical factors that led to the rise of the educational endowment phenomenon in the American university sector in the last two decades. This is approached through two subtopics. The first comprises the most prominent indicators of financial safety of endowment entities. The second is Harvard University Endowments as a model for financial sustainability.

Attitudes, Instructional Practices and Difficulties Faced by English Teachers While Teaching Through ‘Quality Drive’

Quality Education is the bedrock foundation of primary level of educational pyramid. It helps not only in the development of individuals but also improve their living standard at academic and professional domains. Government of Punjab has initiated a literacy and numeracy drive movement to enhance the literacy rate. English is the major focus of concern in Literacy and Numeracy drive (LND). Present study has been conducted to study the attitudes, instructional practices and difficulties faced by the English primary teachers while teaching English through quality drive. The study was descriptive in nature based on the mixed method i.e. quantitative and qualitative approach. It was conducted in the rural and urban schools of the elementary wing of tehsil Khanpur district Rahimyar Khan. The results reflected that teachers showed positive behavior towards teaching English through LND. But they faced many problems like unhealthy environment, lack of facilities, influence of mother tongue, non cooperative behavior of parents and lack of interest in learning English. The weak base of grammar, vocabulary, pronunciation, spellings and comprehension are also the basic problems. It showed that traditional method is in common practice for teaching English language. The study recommends improvement in the mechanism of literacy and numeracy drive to produce better outcomes of English teaching.

البعد الغائب فى حسابات اقتصاديات التعليم العالي العربي

Higher education comes at the top of the educational pyramid in all societies of different forms and directions, based on the importance of this education in the preparation of human resources with the quantity and quality necessary to advance the pace of comprehensive development forward. In this sense, communities take great interest in the development of higher education. Economists have written for a long time (and specialists in education from the time) in the economics of education and concluded that investing in human capital is one of the best types of investment. They also wrote about the dimensions of economic returns and the methods of measuring them, etc. However, there is a dimension that may not have been addressed - to the knowledge of the researcher - as a dimension absent in the calculations of the economics of higher education, namely consumption.Consumption as a modern concept is an added value to higher Arab education, although consumption is absent in the calculations of the knowledge economy in the added value of education (in the Arab world) and in the developing countries, it is also absent in the calculations of the economics of higher education in the Arab world.This study aims to Introducing the concept of education and its benefits, Know the meaning of consumption in terms of concept, importance and objectives, Understand the concept of value added and its relation to consumption, and Explain how consumption is still absent in the calculations of the economics of higher education. Also Presented Some recommendations.

Traduction française et validation d’une version courte du Suicide Intervention Response Inventory-2 (SIRI-2-VF)

ObjectivesTraining health professionals about suicidal crisis is one major line of suicide prevention worldwide. France has one of the highest suicide rates in Europe, and although crisis intervention training has been set up since 2001, there presently is no training assessment tool in the French language for health professionals trained in suicide prevention. In the four levels of Kirpatrick's education pyramid, training that takes place in France today solely assesses level one status, that is to say relative to the level of satisfaction of participants (self-report). This study proposes a validated short French version of the Suicide Intervention Response Inventory-2 (SIRI-2) of Neimeyer & Mc Innes. The SIRI-2 questionnaire assesses the ability of first line intervention in dealing with suicidal individuals. MethodsThe translation methodology was inspired from Vallerand's model of cross-cultural back translation. This method is regularly used for translating from the English language to a French version. In order to translate the English version, we used an extensive 7-step methodology implicating several bilingual translators, expert reviewers (psychologists and psychiatrists) and a scientific committee. Participants were 107 students from different French universities and study programs: psychology, medicine and nursing (17 were men; average age was 26.6). Fifteen of these participants answered the SIRI-2-VF on two occasions (separated by a 15-day interval) in order to estimate the temporal stability of the instrument. The scores of the students were compared to six French experts in suicide prevention and with the original expert group who worked on the development of SIRI-2 (n=7). We used Student t Test for construct validity, Cronbach's Alpha for internal consistency and Pearson's correlation coefficient for temporal stability. ResultsFollowing a fidelity comparison of the results of the French experts with those of the American experts, ten items presenting the least good fidelity were suppressed in order to obtain a short version of the SIRI-2 containing 15 questions (SIRI-2-VF). Statistical analyses of the short version (15 questions, SIRI-2-VF) showed good validity (difference between experts and subjects is significant: t=31.5, P<0.001) and reliability (good internal consistency: α=0.850 for positive statements and α=0.830 for negative statements, and a temporal stability: r=0.827, bilateral test, P<0.001). ConclusionsThis tool should improve the range of specific instruments in French suicidology adapted for French culture of suicide intervention. It is the first tool in France that reaches level 2a of Kirkpatrick's pyramid to assess clinical skills after training in suicidology.

Perspectives of university teachers’ Regarding Inclusion of Students with Special needs at university level

Several initiatives have been taken to provide inclusive education at elementary level and secondary level but no significant step has been taken to create inclusive education at higher level. After successful implementation of Sarva Siksha Abhiyan and Inclusive Education of the Disabled at Secondary Stage (IEDSS) it is high time to ensure inclusive education at higher level of education. Being positioned at the top of the educational pyramid, universities role is crucial to make inclusive education successful. One of the most significant factors regarding inclusion of students with special needs is teachers'perspectives regarding inclusive education of at university level. This paper has used the descriptive method to study the perspectives of thirty six university teachers regarding the inclusion at university level. The findings of the study indicate that teachers have positive perspectives regarding inclusive education of students with special needs at university level.

New Functions of Higher Education in Achieving Education for all

&lt;div&gt;&lt;p class="BodyText1"&gt;&lt;em&gt;Higher education is at the top of the education pyramid and determines to a large extent the state of the education system of the country, especially its quality. As such it has a responsibility towards the whole education system as it has towards the whole of society.&lt;/em&gt;&lt;/p&gt;&lt;p class="BodyText1"&gt;&lt;em&gt;The World Conference on Higher Education has one of the missions and functions of higher education: “to contribute to the development and improvement of education at all levels, including through training of teachers.”&lt;/em&gt;&lt;/p&gt;&lt;p class="BodyText1"&gt;&lt;em&gt;Higher education has an important role to play through its graduates who should provide leadership roles in education as researchers, teachers, consultants and managers, who should create and apply new knowledge and innovations, and who should provide analytical perspectives on development problems and service to public and private sectors.&lt;/em&gt;&lt;/p&gt;&lt;p class="BodyText1"&gt;&lt;em&gt;Higher education through its research function could identify the preconditions for a supportive policy context for the development of basic education and explore techniques of mobilizing resources. Through its research, training and service programmes (the three principal functions), it could contribute to build national technical capacity and contribute to strengthening international solidarity.&lt;/em&gt;&lt;/p&gt;&lt;p class="BodyText1"&gt;&lt;em&gt;In particular, to promote basic education for all, higher education through its three principal functions, could improve access and equity in basic education, its quality and relevance and improve its efficiency and management. &lt;/em&gt;&lt;/p&gt;&lt;/div&gt;

Research Universities: American Exceptionalism?

At the top of the higher education pyramid in the United States we find the public and private research universities with their special role of creating and maintaining knowledge, training graduate students in arts and sciences and professional schools, and offering a liberal education to undergraduates. There are about 125 diverse universities that fit this description. These universities play a less singular role in undergraduate education. All the institutions at the top of the American educational pyramid share six characteristics closely associated with high quality: shared governance, academic freedom, merit selection, significant human contact, preservation of culture, nonprofit status. Many academics will consider a listing of these characteristics individually familiar, obvious, and of little interest. But the characteristics of quality are almost never considered as a system even though the absence of any one of them will affect the integrity and quality of a research university. On the other hand none of these characteristics, singly or as a group, make disruptive change impossible.

Expectativas de acceso a la Universidad en los jóvenes de sectores populares bogotanos

The strategies young people from low-income sectors in the Usme District of Bogota use to gain access a college education are explored in this article. Interviews and focus groups were conducted from a qualitative methodological perspective with the graduates surveyed by Romero (2009), who expressed a desire to enter college upon finishing high school. The study found that aspirations are important in implementing strategies to move up the educational pyramid, but are not the principal driving force. Social origin and regulation of the educational field are crucial when it comes to young people realizing their expectations and producing the habits and practices required to do so. It also was found that students who do make it into college pursue their studies as part of a family project that requires three strategies: first, assuming the project as a family commitment; second, dismissing the absence or shortage of capital supporting them; and, third, betting on will, effort and sacrifice, since access to college is an obstacle course.

Expanding Secondary Education in India

Contrast the graduates of India's famous International Institutes of Technology and International Institutes of Management, who lead global companies, with the children in the Oscar-winning film, Slumdog Millionaire, who lack education, and you have the two faces of education in India today. India has always valued education and has some outstanding schools, but the base of the education pyramid has historically been extremely narrow. Today, however, both the business community and the government recognize that expanding secondary education is critical to participation in the global knowledge economy. The education system in India follows the 8+2+2+3 pattern, that is, eight years of primary education followed by two years of lower secondary schooling, two years of upper secondary schooling, and three years of university education. However, until recently only a small proportion of children attended elementary schools. Over the last decade, there has been a big increase in the enrollment and graduation rates of primary school children, partly as a result of such large government efforts as Sarva Shiksha Abhiyan (SSA), the Education for All Movement. Nevertheless, only 40% of children are enrolled in secondary schools, a far lower proportion than in East Asia or Latin America, for example. Last year, the Indian government announced a major new effort to expand secondary education with massive new financing from both the government and World Bank, with the goal of having 65% of students enrolled in secondary school by 2012 and universal access to secondary education by 2017. The reforms also aim to achieve world-class standards in science, math, and technology and to build an educational environment that fosters innovation. In embarking on this ambitious plan, India faces enormous challenges. How equitable are opportunities for secondary education? What are students learning and how well are they learning it? Is the system equipped to deal with expansion? Is it well managed and held accountable for the quality of educational outcomes? While India has distinctive problems, it has challenges common to all countries that want most of their students to graduate from high school while also wanting to produce the skills needed for a global innovation society. Expanding Access and Equity Access to secondary education in India continues to be inequitable across income and social groups, gender, and states, which bear the main responsibility for secondary education. The income inequality in access to secondary education is greatest in the states of Haryana, Andhra Pradesh, Bihar, Madhya Pradesh, Rajasthan, and Uttar Pradesh, and it is the lowest in Kerala and West Bengal. With regard to gender, girls are only half as likely to enroll in secondary school as boys in states such as Bihar and Rajasthan. But some states, such as Kerala and Tamil Nadu, have gender parity or even slightly pro-female secondary enrollment rates. India is implementing many strategies in response to the strong concern about unequal access, especially with regard to the rural poor, certain castes, and other minority groups. In expanding access and graduation rates from secondary school, India can also look to the experiences of other countries, such as South Korea, which over 30 years has achieved the highest secondary school graduation rate in the world through a combination of government action, private investment by parents, and the pull from a growing economy. Or China, which expects 80% of its students to have access to 12 years of education by 2010 through such strategies as satellite-based distance education, fee waivers, and boarding schools in rural areas. The United States experience shows that universal access to school does not guarantee universal graduation, and U.S. efforts to combat dropouts through strengthening preparation before secondary school, providing educational supports to students and families, and making schools more relevant and engaging, are similar to approaches being tried in India. …

The Weakest Link

Colleges and universities could be seen as being at the apex of a steep educational pyramid. Prospective entrants to the academy make their way up the pyramid by way of their experiences in elementary and secondary schools. Young people with financial means and social capital are likely to make it to the top of the pyramid with little difficulty. However, students of color, especially boys, are more likely to drop out, opt out, or be pushed out of school than they are to make a successful journey to the top. College and university presidents can help to change this situation by supporting precollege intervention programs on their campuses and in their communities. These programs can motivate and inspire students to pursue high academic achievement, and they help to establish a sense within these young people that attending college is an attainable goal, regardless of one's present social or financial circumstances.

Esot presidential address by Prof. Jan Lerut ? 19 October 2005

Esot presidential address by Prof. Jan Lerut ? 19 October 2005

Japan as a Prototype of the 'Degreeocracy' Society?

In analysing the issues of education in Japan we come across a very specific term: ' gakureki-shakai ' or 'degreeocracy' (educational credentialism). Presumably it is assumed that, compared with Japan, in no other industrial nation is career to such a degree determined by academic background. Japanese parents urge their children to climb as high up the educational pyramid as possible; they will never obtain a satisfactory occupational position without graduating from prestigious higher institutions. In a degreeocracy there is an assumption which implies that opportunities for education are in general open to all members of society regardless of their social origin and that the individuals are competing on an equal basis to achieve higher levels of education. Most Japanese, therefore, generally believe that their education system is based on a meritocratic principle. This paper re-examines such popular conceptions of degreeocracy in Japan and throws light on the social class inequality of educational opportunity issues.

A systematic review of effective cognitive‐behavioural supervision

A systematic review was undertaken of studies that have assessed objectively the impact of supervision and consultancy. As well as gauging effectiveness, we examined the methodological rigour of these studies. Twenty-eight empirical studies of the change processes occurring between participants within the educational pyramid, 'consultant-->supervisor', 'supervisor-->supervisee' and 'supervisee-->patient', were analysed. The inclusion criteria also required that supervision was analysed under field conditions and there were objective measures of learning outcomes. Each study was analysed by reference to an evaluation manual, with two independent raters obtaining satisfactory reliability. Studies meeting the above criteria came mainly from the intellectual disability specialty and included many studies using cognitive-behavioural methodologies. The studies included in this sample had more rigorous methodologies than those reviewed by Ellis, Ladany, Krengel, and Schult (1996). The findings of the review suggested that the pyramid approach benefited patients. Closely monitoring the supervisee, modelling competence, providing specific instructions, goal setting and providing contingent feedback on performance were the dominant methods of supervision and were associated with benefits to supervisees. Despite the large body of literature on supervision, there have been relatively few empirical investigations of the educational pyramid. This work identified a number of studies with good methodological rigour, although these too often failed to provide adequate background and assessment details regarding each of the members of the pyramid, particularly the consultant. The results of cognitive-behavioural supervision were found to be positive.

Training others to train others: an illustration of the educational pyramid

Training others to train others: an illustration of the educational pyramid

The Fitness Education Pyramid—Integrating the Concepts with the Technology

The Fitness Education Pyramid—Integrating the Concepts with the Technology