Restructuring Of Education Research Articles

Empowerment of Adolescent Cadres Through the Improvement of Basic Health Check-Up Facilities at Youth Posyandu

Adolescence is a time of storm and stress so it requires health services that care for teenagers. Youth Posyandu is one of the Community Resource Health Efforts (UKBM) that is managed and organized by, for, for and with the community, including adolescents in the implementation of health development. The Youth Posyandu in Bengkong Indah Village, Batam City has been formed, but there is still a lack of knowledge of peer cadres and infrastructure for basic examination of the Youth Posyandu, so that the Youth Posyandu runs less than optimally. The purpose of this activity is to give me a lesson for youth cadres on how to conduct an initial examination during the youth posyandu and complete the facilities of the youth posyandu that are not yet available. The activity was carried out at the Healty teenagers posyandu, Bengkong indah village, Batam city with a target of 7 peer cadres. The form of activities is the restructuring of peer cadres, health education and training for peer cadres. The activity was carried out well and smoothly, where the Youth Knowledge using the basic examination tool of the youth posyandu after being given training increased to 4 people or (57%), while the knowledge of adolescents decreased from 5 people (71%) after being given training to 1 person (14%). After this activity ends, it is hoped that the youth posyandu will be more optimal in the implementation of its examinations and activities will run regularly with the support of the health center.

Employment and Energy

Ajay Phatak from The Ecological Society, Pune, reflects on Dr. Romesh Wadhwani's keynote at a 2015 Global Business Forum. Wadhwani highlighted the disconnection between India's GDP and employment growth, stressing that despite significant economic growth, employment, particularly in the organized sector, has lagged far behind. He advocated for vocational training, self-employment, and entrepreneurship to address this gap.WhilePhatak agrees with Wadhwani’s insights, he goes further in establishingthe critical link between job creation and energy consumption. Automation in industries, while boosting productivity, often replaces human labor with energy-intensive machinery. Phatak suggests a shift towards sustainable employment modelsandfocusing on restoring ecosystems and natural resources. This approach could create meaningful jobs with a lower energy footprint, helping to address both employmentgenerationandneed forenvironmentalrestorationin India.

The Main Challenges Faced in the Implementation of Government Policy Interventions towards Access to Pre-primary and Primary Education by Street Children in North Rift, Kenya

Aims: Despite of the strong policy measures to have street children in school, many school-going-age are still not attending school. Therefore, the main purpose of this paper was to evaluate challenges faced in the implementation of Government policy interventions towards access to pre-primary and primary education by street children in North Rift, Kenya. Study Design: The study adopted a mixed method research design. Place and Duration of the Study: A survey was conducted in three towns of the North Rift Counties of Kenya (Kapsabet, Eldoret, and Kitale) which are the headquarters of the respective counties. Data collection done in the period between 1st December and 31st December 2022 Methodology: Purposive and simple random sampling was used to select 322 respondents (218 males and 23 females with a modal age of 10 -15 years; 18 female and 27 female teachers were aged between 30 – above 40 years). Data was collected using observation guides, in-depth interviews, and questionnaires. Descriptive and inferential statistics as well as theme analysis were used to analyze the data, respectively. The data was coded and analyzed using themes. Results: Main reasons street children had not enrolled in school were a lack of money for school materials (56.2%) and an unattractive school environment (30%). Other reasons included having to work to support their families (1.3%), distance to school (0.9%), being born and raised on the streets, being over-aged, and early parenting responsibilities. Conclusion: The study concluded that government policy interventions alone are insufficient for improving street children's access to education. Effective implementation requires collaborative efforts from all stakeholders, addressing barriers like poverty and parenting responsibilities, and restructuring education to include informal systems.

Neoliberalizing Design and the State: The Political Origins of Australian Design Policy and Design Education Reform, 1987–1991

Abstract This article draws attention to the state involvement in national design agendas through the example of Australia’s Hawke Government, focusing on 1987 to 1991. It unearths the origins of Australian design policy and reforms to design education within an emerging neoliberal political economy in the 1980s. Drawing on gray literature, the article reveals how this was a period of intensive political rhetoric regarding design and design education, during which the government—led by the Australian Labor Party—specifically promoted the role of design in industry policy. Better design, it was hoped, could enhance the international competitiveness of Australian-made exports, thereby addressing trade imbalances and boosting manufacturing. This increasing emphasis on design occurred in a highly politicized environment and in tandem with the restructuring of Australian tertiary education (known as the “Dawkins revolution”), alongside the discursive notion of Australia as a “clever country.” In essence, this government-led politicization of design meant that Australian design was understood as operating exclusively to “meet the needs of industry,” with industrial design prioritized. While hindsight indicates that this strategy was unsuccessful in enhancing manufacturing, the legacy of this neoliberal framing of design continues to reverberate, particularly in mainstream understandings of design.

Factors associated with terminated pregnancies in Sri Lanka: A case study of the Sri Lankan Demographic and health survey (DHS) 2016.

Pregnancy termination is considered to have adverse effects on women's health and to have created financial, economic, and social problems in their lives. This study aimed to identify factors associated with pregnancy termination in Sri Lanka. The study used 2016 Sri Lanka Demographic and Health Survey (DHS) data of 16,323 ever-married women aged 15-49, who were clustered in selected enumerated areas. A binary logistic random intercept multilevel model was fitted to find the association between pregnancy termination and the predictor variables in this study. The overall pregnancy termination rate among Sri Lankan women was 16.14%. Increasing age of women was found to be associated with increasing odds of pregnancy termination. Women who were overweight or obese had higher odds of pregnancy termination, with 14% and 36%, respectively, compared to women with a normal weight. With increasing parity, the likelihood of pregnancy termination decreased. Women who used contraceptives had a 24% higher likelihood of pregnancy termination than those who refrained from using them. Cohabiting women had a 57% higher chance of pregnancy termination. Working women had 15% higher odds than unemployed women. Women who experienced domestic violence had a 14% higher odds of pregnancy termination than those who did not. Women from the Northern, Eastern, and North Central provinces had a lower likelihood of pregnancy termination compared to those from the Western province. Women in the urban sector were more likely to terminate their pregnancy than those in the estate sector. Further, women residing in households where indoor smoking was permitted had a 13% greater chance of ending their pregnancy compared to non-smoking households. The study highlights the importance of restructuring education related to health and well-being, family planning, and work-life balancing for both women and their partners, and developing and implementing or strengthening policies and laws related to mitigating pregnancy termination including domestic violence for women.

Persisting Shadows: Examining the Legacy of Gender Inequality in Chinese Family Dynamics and Resource Allocation

This study examines the persistent gender inequality in Chinese family dynamics, particularly focusing on the traditional preference for sons over daughters in resource allocation. It highlights the “Fu Di Mo” phenomenon, where women disproportionately support their brothers, reflecting deep-rooted patriarchal norms. The paper explores how these practices, rooted in historical cultural values, are perpetuated by economic and educational disparities. It argues for a multifaceted approach to address this inequality, involving policy reform, educational restructuring, and shifts in societal attitudes. The study emphasizes the need for comprehensive strategies to achieve gender equality in modern Chinese society.

New trends in modern education

The restructuring of higher education should be considered as one of the urgent, most important tasks of accelerating the social and economic development of the state and modern personnel policy. Universities are called upon to have a long-term, ever-increasing impact on the accelerated movement of society, dynamic transformation of the economy, improvement of social relations, and radical restructuring of all aspects of life. Universities have a special role in the development of the humanization of the society and the spiritual culture of the people; for this it is necessary to ensure a transition to the training of general specialists based on a combination of fundamental, general scientific, general professional knowledge and areas of practical training, individually differentiating the content and terms of training for specialists with higher education depending on the nature of their future professional activities – design, technological, technical, engineering, management, research and other possible ones. It is necessary to strengthen the interdisciplinary connections of the disciplines studied, adapting the graduate to the needs of the market, moving on to training specialists with a training period of five to six years. No other sector of the economy has undergone such dramatic changes in such a short period. In this article the author made an attempt to conduct a retrospective analysis of the higher education system in the Russian Federation, highlighting existing problems and outlining possible development prospects.

Critical Competencies for Leading Major Institutional Restructuring in Higher Education (Aka Big Scary Change)

Critical Competencies for Leading Major Institutional Restructuring in Higher Education (Aka Big Scary Change)

ASSESSING THE ROLE OF FORMAL EDUCATION IN PROMOTING ENTREPRENEURSHIP

Entrepreneurship has been an economic tool for many governments, especially those facing unemployment challenges. Ghana is facing high unemployment among its youth. Various administrations have implemented policies, including the National Youth Employment Program and the YouStart Program, to solve the unemployment challenge. These initiatives, however, have yet to solve unemployment. This study examines the role of formal education in fostering entrepreneurship. Data were collected using a quantitative approach through a structured questionnaire survey administered to 140 entrepreneurs in Ghana’s Sunyani Municipality. The data were analyzed using SPSS version 25. Correlational analysis was performed to examine the relationship between formal education and entrepreneurial performance. The study findings show that entrepreneurial-based education, not only formal education, helps graduates successfully establish and operate their own businesses. This contributes immensely to reducing unemployment. The results also reveal a weak positive correlation between formal education and entrepreneurial performance; however, the observed correlation was not statistically significant. Thus, formal education may influence entrepreneurial performance, but other variables may have a greater influence. The implications of these results highlight the importance of equipping students with entrepreneurial knowledge and skills to help them succeed as entrepreneurs. This can boost economic growth and lower unemployment. The study's implications go beyond Ghana, as many nations struggle with unemployment. Findings form this research would drive policy-making and educational restructuring efforts to promote entrepreneurship and reduce global unemployment. The authors recommended modifying the existing educational curriculum to include more emphasis on entrepreneurship education, spanning from primary to higher education levels.

Cracking foundations, contested futures: Post-secondary education in Alberta at the end of the holocene

This article introduces the special issue of REPCS dedicated to the analysis of the restructuring of higher education in Alberta, Canada. It describes the acceleration of the processes of commodification of education and research and the corporatization of institutional governance under the government that took office in April 2019. The Alberta case is situated within the political economy of this petro-state, governed by a right-wing populist party, as well as in relation to the global trends in post-secondary education driven by neoliberal regimes. Further, the article highlights the cracks in the foundations of modern universities that have deeper historical origins than neoliberalism, and that are widening as the governance and raison d‘être of these institutions are challenged by global socio-ecological crises and Indigenous-led decolonization and climate justice movements. Drawing upon first-hand knowledge, as a participant in the struggles at the University of Alberta, as well as extensive research into the government’s restructuring agenda and the impacts on the post-secondary sector, the author outlines proposals for reform of the legislative framework governing the relationship between universities and the state, as well as the internal governance of the institution, and assesses the current terrain of agency for such transformation.

Hygienic assessment of sanitary and epidemiological well-being in modern urban educational institutions

Introduction. The restructuring of general education has led to the problem of overcrowding of schools, which in turn has caused the formation of a number of hygiene problems. Despite the active material and technical equipment of urban schools, the relevance of maintaining safe teaching conditions remains in general education. 
 Materials and methods. The assessment of sanitary and epidemiological well-being in ten urban educational institutions was carried out according to the methodology of the Federal State Educational Institution ROSHUMZ-34-2016 “Algorithm for determining the level of sanitary and epidemiological 
 well-being of an educational institution”. The intensification of the educational process was assessed according to the Federal Law ROSHUMZ-16-2015 “Hygienic assessment of the intensity of students’ learning activities”. 
 Results. The leading factors that worsen the sanitary and epidemiological state of urban educational institutions were non-compliant with the hygienic requirements of the school environment and its premises, material and technical equipment, microclimate, lighting and the mode of management of training. The duration of extracurricular activities exceeded the standards by 1.8 times. In urban schools, the intensity of the educational process (class 3.1) was formed due to intellectual, sensory loads, monotony and the mode of academic work (class 3.1). It is necessary to regulate the volume of the academic load and introduce methods that allow quantifying the intensification of the educational process by analyzing the intensity of educational work. 
 Limitations. The study on the assessment of the sanitary and epidemiological well-being in urban educational institutions was limited by the fact that the sample was represented by 10 urban schools, which does not allow them to be fully extrapolated to the total population of urban students. At the same time, the new type of schools included in the research with a design capacity of 1300 people could improve the indicators of sanitary and epidemiological safety, since modern newly built schools had good and new equipment, whereas in cities there are schools of the old type, where the learning conditions, the material and technical fund can be much worse. 
 Conclusion. The data obtained emphasize the urgency of the need for continuous monitoring of educating conditions and the management of the educational process, taking into account modern risks that contribute to reducing the sanitary and epidemiological well-being in urban schools.

Implementation of pharmacology in outcome-based education

In 1999, with the report "To Err Is Human: Building a Safer Health System" from the Institute of Medicine of the United States Academy of Sciences, social needs for quality assurance and improvement in medical care increased. Restructuring of clinical education and quality assurance of medical education were proposed as measures to improve the medical care delivery system and improve the quality of medical care. Outcome-based education (OBE) has become a global standard to ensure the quality of medical education. Medical education in Japan has also undergone a paradigm shift from the process-based education to OBE, in which learning outcomes are clearly indicated and achieved. An implementation of pharmacology to OBE was constructed in four steps. Step 1 is to set learning outcomes, Step 2 is to create learning strategies according to sequential performance levels for each competency, Step 3 is to create learning outcome evaluation methods, and Step 4 is to verify and improve the entire curriculum. As milestones for graduation that lead to learning outcomes, we have independently formulated the outcome of being able to safely prescribe the optimal drug (under the guidance and supervision of a preceptor) based on the treatment plan and with the patient's and family's explanations and consent. Learning objectives related to pharmacotherapy were extracted from the 2022 revision of the medical education model core curriculum. We created a curriculum and an evaluation method for learning outcomes, and introduced the Chiba University School of Medicine's efforts to verify and improve the entire curriculum.

Bibliometric Analysis of Higher Education Restructuring

The spread of competitive elements and the well-being of human capital increase productivity capacities in scientific content. Research and development activities are prioritized in higher education, international trends and modern paradigms are taken into consideration. In the study, a visual map of the studies prepared on the restructuring of higher education on a global scale was prepared and it was aimed to determine the trends in the literature with bibliometric analysis. Between 2002 and 2022, a total of 585 articles in the Scopus and WoS database were identified and analyzed by keyword analysis, cooperation network analysis, social network analysis methods. The most commonly used keywords were "higher education, education, university, restructuring and neoliberalism", the largest clusters defined in the network were "higher education, humanities, education policy", and the smallest cluster was "higher education policy". Among these clusters, the largest cluster is the "higher education" cluster, the average year of the publications cited jointly is 2011, and the newest issues are "humanities and higher education policy". According to the timeline map, there was a focus on the keywords "higher education, curriculum, neoliberalism, China, student, administration". In the early days, the focus was on "higher education, curriculum", then "higher education policy, innovation, management, organizational change, university reform, savings", and after 2020, the keywords "Covid 19, pandemic, distance education, student". The keywords with the most citation explosions were initially "Eurasia", in the middle "management, higher education, student", and after 2020, "student, Covid 19, human". The highest explosion of citations occurred from the word "Eurasia" between 2005 and 2009.

Whose ‘truth’ matters? Problematizing the epistemological underpinnings of social policy research

ABSTRACT Despite many policies produced to mitigate racism and other forms of discrimination in the public education sector, the inability to implement these policies fall short. These policies may appear to address inequities by attempting to meet legal requirements, however, they do not always address the structural power dynamics grounded in white supremacy which continue to perpetuate systemic racism. Drawing on examples from the Ontario public education sector such as employment equity policies, Afrocentric Alternative Schools in the TDSB and the Student Resource Officer program in Toronto schools, I illustrate how positivist inspired “evidence-based” policy processes fail at offering policy solutions for equity issues by ignoring those who do not fall into the purview of the economic and political interests of dominant stakeholders in the policy process. Deploying an anti-racist and anti-colonial framework, I examine the superficial attempts to garner inclusivity through equity policies that continually fail to heal the wounds of exclusion by reproducing multiple band-aid policies rather than formulating a restructuring of public education in the Ontario public education system that will allow equity seeking groups a place at the table.

Facilitating Active Collaborative Learning in Medical Education; a Literature Review of Peer Instruction Method.

The call for educational reform by the Carnegie Foundation for the Advancement of Teaching marked a pivotal juncture in the trajectory of medical education in the United States. The call underscored the imperative for educational restructuring to equip forthcoming physicians with the requisite skills to engage in lifelong learning. Among the several active teaching methods is the Peer Instruction (PI), a brainchild of Eric Mazur, empowering students to steer their own education and wield knowledge adeptly into real-world scenarios. In this review paper, we delve into the core elements of PI which involves the combination of four dynamic pedagogical approaches which are: Just-in-Time Teaching, ConcepTest, Audience Response System, and Think-Pair-Share technique. PIs effectiveness notwithstanding, it is not exempt from limitations such as its flexible implementation, lengthy time, the level of expertise required for instructional design, among others. While Peer Instruction has become increasingly popular among educators across other disciplines, with proven educational benefits with positive outcomes, PIs footprint in gradate and postgraduate medical education remains inchoate, evidenced by a paucity of scholarly references. This underscores a crucial gap - despite its proven potency in fueling engagement and learning, PI still lacks formal recognition and acknowledgement as a distinct instructional method in medical education. Within these boundaries, the promise of heightened education and amplified engagement beckons further exploration of PI as a medical educational model, warranting more consideration and research.

Applying self-determination theory to stem medical schools' clinical teacher sustainability crisis.

Medical schools require highly skilled and committed clinical faculty to teach, assess, supervise and mentor students' clinical care. Medical education is facing a crisis in recruiting and sustaining these clinical teachers. Faced with multiple demands and responsibilities in fast-paced clinical environments, teachers may not have the time, resources or stamina to sustain these critical roles. Medical school leaders must commit to and provide structures and processes to attract, sustain and retain clinical teachers. The authors use the lens of self-determination theory to frame approaches to support teacher sustainability. Self-determination theory describes sources of human motivation. The theory and its evidence base characterise three human psychological needs: autonomy, competence, and relatedness. This theory can bridge individual psychological and institutional leadership perspectives to help medical school leaders anticipate and respond to their clinical teachers' needs. The authors propose three practical steps: practices to advance employee-centredness, processes to align individual and institutional values, and restructuring education to support clinical teachers' needs alongside student and patient needs. The authors describe limitations to this relational approach that focuses on leadership actions and consider individual agency as another key factor for sustainability. Medical school leaders can develop and apply theory-driven approaches to advance sustainability. Sustainability now and in the future requires careful attention to the needs of clinical teachers and to their relationships with and within medical schools.

The imperative for real-world experiences in Kenyan teacher preparation for disability inclusive teaching

Traditional university-based teacher training in Kenya has relied on theoretical campus-based coursework which provides strong knowledge but little opportunity to develop practical skills. The need for practical skills is particularly evident for teacher candidates who are expected to teach students with disabilities who attend class in regular education settings. This case study outlines a pilot class at Daystar University that incorporated video, field trips, and real-world assignments within an experiential learning model to determine the impact of real-world experiences on student attitudes towards individuals with disabilities and their families, knowledge of disabilities, and skills in identifying and using understanding of learner strengths and weaknesses to make instructional recommendations and incorporate those recommendations into the design of class-wide learning activities. Teacher candidates enrolled in the pilot class reported positive changes in attitude and understanding towards individuals with disabilities, increased learning, and had more confidence in their ability to work in inclusive classrooms. These results have implications for ongoing curriculum restructuring in teacher education in areas of the world where educator preparation lacks the necessary resources for implementing a series of fully supported field experiences leading to a full-time teaching practice opportunity.

Pedagogical education in Kazan in the 1920s–1930s and the activities of S.P. and D.P. Shestakovs

The article examines the development of pedagogical education in the 1920s–1930s on the example of historical education. During this period, historical education was concentrated at the Eastern Pedagogical Institute, where there were two departments of Russian history and general history. The initial curriculum was similar to that of the History Department of Kazan University, but later it was reworked in accordance with new trends in the teaching of historical and social sciences. The publication of the decree "On the teaching of civil history in schools of the USSR" of the Council of People’s Commissars and the Central Committee of the All-Union Communist Party of Bolsheviks dated by May 26, 1934 in the Eastern Pedagogical Institute marked a return to a specific history in a systematic presentation and chronological sequence, which led to a new restructuring of historical education. All these twists and turns influenced the development of historical science in the country as a whole: the subject of research has changed, their intensity has decreased, many works have not been published. In this regard, the activities of Kazan professors S.P. and D.P. Shestakov are of interest. During this period, S.P. Shestakov tried to preserve historical education in Kazan, actively participating in the discussion of reforms, as well as offering new courses in connection with the establishment of Marxist methodology. He is quite actively published during this period, participates in the work of the Academy of Sciences. D.P. Shestakov took the changes more negatively and paid more attention to creative activity (he was a poet), although he continued to teach.

Learning, living and working with dyspraxia and ADHD: A neurodiverse dramatherapist’s comment on the formal education system

The environment of formal education systems can be a difficult place for neurodiverse individuals to exist, navigate and thrive. This clinical comment explores the impact of these structures on individuals with attention-deficit hyperactivity disorder (ADHD). The evolutionary theory underpins the article’s argument that ADHD ‘symptoms’ could be considered adaptive depending on their environment, yet a plethora of neurodiverse people experience feelings of failure and negative life trajectories, so it is imperative that education systems reconsider their structures. To further support the case for educational restructuring, trauma-informed research is used to highlight flaws in the United Kingdom’s mainstream education system that parallels the gaps that neurodiverse learners fall through. This article uses an autoethnographic lens to look at the problems within these structures and how they impact both learners and employees, from children to adults. The Sesame Approach to Drama and Movement Therapy (DMT-Sesame) is considered as a comparative structure, which focuses on the body, creative freedom, exploration, authenticity, and individuality, and could accentuate the quality of many neurodiverse traits. DMT-Sesame could therefore inspire the changes that ought to be made to formal educational structures, whereby learning environments are accessible to every individual and enable self-discoveries that support successful development.

TRACING THE ROOTS OF NATIONAL EDUCATION POLICY 2020 AND THE INDIAN CONSTITUTIONAL DIMENSIONS PERTAINING TO IT

‘We desire character in education, humanism in science, morality in politics, prosperity endeavors, commercial integrity, discretion in happiness, and sacrifice in religion.’-Swami RamatirthThe Vedas and Vedic literature served as the foundation for the extensive cultural education system of ancient. In the Vedic age, education prepared learners for life after schooling in this world as well as for total realisation, independence, and self-realization. It was achieving two goals at once: self-realization and socialisation. Great academics were developed by the enlightening Gurukul system, creating the groundwork for elaborate subject-specific education. Their knowledge of the life sciences, astronomy, mathematics, yoga, and metalworking made a significant contribution to the globe. With the Apex Court's judicial rulings, new Article 21 A was added to the Indian Constitution, which is the most revered legal document for system governance. Following that, the New Education Policy, 2020, which served as the basis for the current educational system, represented the same heritage of ancient Indian Knowledge. It acknowledges the need to restructure the entire structure of the educational system, from early childhood through higher education and research. The urgent need is for this radical transformation of the educational system, especially as the globe shifts into a digital era driven by cutting-edge technology.By focusing on three different areas, the writers of this study have attempted to highlight the same theme of improving the educational system. In order to study ideas about quality education that are expressed in ancient texts and discourses pertinent to 21st-century education, let's first take a broad historical overview. The second section of the research summarises the interacting effects of educational restructuring in NEP, 2020 with vocational education stratification structures in contrast to ancient Indian education. The third and most important section analyses Article 21A of the Indian Constitution and NEP 2020 provisions in relation to "Atamanirbhar Bharat."