Education Sector In General Research Articles

The profile of key competencies of teachers with vocational education and training as a reflection of employers’ requests

The article looks at the results of recent research dealing with the requests of employers in the general education sector for the content and level of formation of various aspects of the key competencies of primary school teachers. The article represents methodology and a tool for building up a profile of key competencies of graduates of the system of vocational education and training. The tool can be used at the level of the regional system of vocational education followed by setting specific tasks for the formation of key students competencies before professional educational organizations implementing certain vocational programs. The tool can also be used at the professional educational level to refine requests from employers representing partner organizations. The results of an empirical study are presented, which made it possible to build a profile of the key competencies of teachers with vocational education, which can be used by professional educational organizations for planning the work on the formation of students key competencies in the corresponding program. It is revealed that the main function of universal competencies, for employers in the field of general education, lies in the fact that universal ways of activity become the basis for mastering professional activity, though employers rarely allow situations requiring direct access to universal ways of activity. The findings suggest that it is necessary to specify the requirements of the Federal State Educational Standards for the key competencies of vocational education and training students in different programs based on the requests of employers, obtaining a specific list of planned educational results of this type for each program or group of related programs.

Assessment of Knowledge and Fear of Scabies in a Saudi Population.

Background and ObjectivesScabies is a common contagious parasitic dermatological illness. In 2017, WHO recognized scabies as a neglected tropical disease. The aim of the present research was to assess the level of knowledge and fear of scabies among the Saudi population.MethodsThis is a cross-sectional online study conducted in the western region of Saudi Arabia from January to September 2019. We used a validated, 12-questions questionnaire to assess the scabies knowledge and the Fear of Scabies Scale-10 (FSS-10) to determine the level of fear toward scabies.ResultsA total of 3778 respondents were included with majorities of them being female and between the age of 15–30 years. About 93.3% of the respondents were considered to have good level of knowledge towards scabies and those were more likely to be females, live in an urban area, have heard about scabies in the past, younger in age, achieved higher educational level, and work for the medical and general education sector (all P <0.001). The total possible scores ranging from 10 (less fear) to 40 (greater fear). The mean total FSS-10 score was 33 ± 4.46 with 58.3% of them were considered to have greater fear and those were more likely to be female, younger in age, educated with higher educational degree, work for the general education sector and medical and, but less likely to be unemployed (all P <0.001). Partial correlation adjusting for potential confounders showed significant positive correlation between FSS-10 score and the scabies knowledge score (r = 0.152, P <0.001).ConclusionDespite the good level of scabies knowledge, the level of fear towards scabies is high. Further educational programs recommended decreasing the negative effect of scabies on the community and the individuals’ quality of life.

Analysis of the Patterns of Mismanagement of Funds in the General Education Sector using the Theory of Accountability and Fraud Triangle: A Case Study of Zambia

Financial mismanagement in the public sector in Zambia is commonplace as shown by the Auditor General’s Reports for many years. The general education sector has the highest figures each year and has a wide range of forms of financial mismanagement. It is not yet known why financial mismanagement exists in the general education sector. The main objective of the study was to profile the patterns of mismanagement of funds in the General Education Sector using the theory of accountability and fraud triangle. A cross-section national study involving a questionnaire survey of 539 respondents from the ten provinces as part of the study. Data were analyzed using SPSS version 22.0. The materiality means score obtained from the ten provinces was all above the sample mean which was 43 implying the existence of materiality in terms of financial mismanagement. About 44% of respondents perceived financial mismanagement to be committed by accounting staff, 33.4% by a top management staff with accounting staff, and 22% by top management alone. The study found out that financial mismanagement was influenced by pressure, perceived opportunity, and the tendency to give an excuse for engaging in unethical behavior. The study also reviewed that there is a lack of legislation and technical knowledge, insufficient monitoring and control of funds, lack of availability of fiscal policies in the education sector, lack of action to combat criminals, and lack of honesty, openness, and credibility. The article proposes corrective measures that can make the financial management of public institutions conform to the principles of good governance. In conclusion, the Ministry of General Education would require embracing in its policies and practices financial mismanagement risk governance, financial mismanagement risk assessment, financial mismanagement prevention, financial mismanagement detection, and financial mismanagement investigation and corrective action in order to mitigate them.

Study of Profiling the Typical Fraudster in the General Education Sector in Zambia

Purpose: The purpose of this paper was to profile who the typical fraudster was in the general education sector. Materials and Methods: This was a cross-sectional design enlisting staff at provincial and district education offices were enlisted in this study. A standardized survey questionnaire was used. Findings: The sample mean materiality scores were 46.86 (± SD 12.9) and fell below the benchmark of 52 of which fraud could be considered consequential. One sample t-test showed a statistically significant difference in perceived fraud materiality in the three groups (Gender of fraudster, age group of fraudster and job type of fraudster) p values were less than 0.05 (0.001). No associations were observed between the three selected demographic variables and materiality of fraud as p values were > 0.05. Just less than half, n = 238 (44.2%) perceived fraud to be committed by accounting staff and less than half, n = 182 (33.8.8%) was committed by bosses in league with accounting staff and just less than a quarter n = 119 (22.1%) of fraud was committed by bosses. Males n = 329 (61.0%) were more dominant in committing fraud than were females n = 210 (39.0%). The under 30 years age group were perceived to account for just about half n = 239 (44.3%) of fraud whereas the under 31 to 40 years age group were perceived to account for over a quarter n = 211 (39.1%) of fraud and far less than a quarter n = 89 (16.5%) for those above 40 years. Majority of the fraudsters n = 367 (68.1%) were extroverted as compared to n = 172 (31.9%) were introverted. Fraudsters were perceived with some respect and intelligence. The majority of peers n = 362 (67.2%) considered them on a continuum of Very well respected to being respected as compared to somewhat resected n = 177 (32.8%) of all cases surveyed. In more than three-quarters of all cases surveyed n = 440 (81.6%) assessed their peers as fraudsters on a continuum from very impressed as an intellectual to that of being impressed as an intellectual as compared to only n = 99 (18.4%) as somewhat impressed as an intellectual. Conclusion: The typical fraudster in the general education sector could be mostly an accountant or a boss and holds a senior management position. The fraudster may commit the fraud once they are comfortable in their job and enjoy the trust and respect of colleagues. The fraudster is deemed to be an extrovert, intelligent, and has a high level of education.

Integration of Accountability and Fraud Diamond Theories as a Framework to Predict Fraud in the General Education Sector: A Case Study of Zambia

Purpose: The purpose of this paper is to present a critical review of the contributions of more than one theory to fraud research (which is often referred to as “theoretical triangulation or integration” or “theoretical pluralism) in a public organization,”, with a particular focus on the manner in which chosen variables from a given theory could be employed to develop research assumptions. Design/methodology/approach: The authors conduct an analysis of how to employ theoretical integration and methodological monism in fraud research. To this end, they use three theories for illustrative purposes. Findings: The authors argue that using theories with varying epistemological notions that are captured by appropriate research methods enables one to explore and account for different layers of theoretical concepts pertaining to fraud in organizations. Originality/value: The paper contributes to the thinking about the interaction between theory applications by demonstrating that theoretical integration is more meaningful than single theories in order to provide deeper understandings of fraud phenomena.

Švietimo įstaigų vadovų kasmetinės veiklos vertinimo situacija

Pastaraisiais metais įvyko svarbių pokyčių, atnaujinant švietimo sistemą visuose jos lygmenyse: nuo ikimokyklinio ugdymo iki aukštojo mokslo. Įgyvendinant švietimo reformas, keičiasi ir situacija bendrojo ugdymo mokyklų sektoriuje. Kasmet didėja lūkesčiai švietimo įstaigoms ir reikalavimai švietimo institucijų vadovams. Šiandien švietimo vadovo veikla ir reikalavimai jai yra pasikeitę iš esmės. Vadovai veikia laikydamiesi veiklos standartų. Instituciniame segmente aktualus vadovo veiklos vertinimas, siekiant tobulinti savo kaip vadovo-lyderio veiklą, gerinant organizacijos veiklos rezultatus, mokymosi programų efektyvumą, plėtojant ir valdant žmogiškuosius išteklius, puoselėjant organizacijos įvaizdį, gerinant mokinių pasiekimų rezultatus.

Training Transfer: A New Model in the United Arab Emirates General Education Sector—Hybridization of the Theory of Planned Behavior with the Training Transfer Model

This study investigates variables in training transfer in the general education (school) sector of the United Arab Emirates (UAE) by hybridizing the established training transfer model and the theory of planned behavior (TPB). The hybridized model employs four variables: (i) supervisor support, (ii) training design, (iii) intention to transfer, and (iv) training transfer. This model is used to test nine hypotheses. The study sample comprised 225 employees from the UAE general education sector. Study participants (respondents to a questionnaire) were recruited by simple random sampling. The study questionnaire data was analyzed using Partial least squares structural equation modeling PLS-SEM. The study model had a good fit confirming a good fit of the hypothesized model to the empirical data. Eight out of nine hypotheses were accepted. The study is generally parallel with TPB. It demonstrates that intention to transfer has a dominant and central (mediating) influence on transfer process and transfer behavior. Remarkably, supervisor support is important only in the pre-training phase. For the UAE education sector to succeed in effective training transfer, supervisors must be properly trained to design training programs, particularly to enhance the trainee&amp;rsquo;s intention to apply training on the job. This study proved empirically that designing training is a critical influence of a trainee&amp;rsquo;s intention to apply training. Training design and intention to transfer are mediators and play a central role in promoting the training transfer process. Future studies should focus on including TPB and intention in the training transfer researches.

The Determinants of Public Education Expenditures: An Empirical Analysis of Changing Patterns and Growth of Public Expenditure on Education in Kenya

This paper examined several factors that affect growth of public expenditure on education sector using reputable theories of public policy analysis, economics, and public finance. These theories were used to test and examine these factors mainly for the purposes of providing public policy recommendations. Standard multiple linear regression analysis method was used to analyze factors affecting growth of public expenditure on education using the four formulated models and equations representing; general education sector, primary, secondary and university education. The results in general showed that majority of the factors tested were positively significant and caused an increase of public expenditure on education. The paper found noticeably increase in public expenditure on education sector in Kenya since 1980 from the results, but still the actual amount of money spend on education sector is less than what is required. Therefore, the government should not only increase financial allocation but should also find reliable sources of funding education sector. In addition, the government should carry out reviews in all schools syllabuses in order to meet current changing jobs demands and maintaining quality education.

METHODOLOGY OF BUDGET PLANNING FOR THE PROVISION OF SERVICES IN THE FIELD OF EDUCATION

The article presents the methodological approaches to the planning of budget expenditures for the provision of services in the field of general education. The review of existing methods of budget planning of budget expenditures, including regulatory and program-target method of budget planning in the field of general education expenses. The article is focused on the practical use of budget planning methods, evaluated the positive and negative consequences of their use. The aim of the article is to solve scientific and practical task of improving the efficiency of budget spending on general education. Results. The authors found that the conditions necessary to optimize budget spending for social purposes to the preferred state is encouraging recipients of budget funds to a more economical and efficient use of them. Conclusions and Relevance. The study conclusions are made about the need to clarify the methodology of planning of budget expenditures in the field of general education, which allows for improving the quality of educational services and contributes to solving the problem of the adequacy of the level of budgetary financing of the general education sector.

ICT Integrations in TVET: Is it up to Expectations?

In today's world where information and communication technology is playing a major role in people's daily lives, how a student learns is dependent on how the student reacts to the sophisticated system offered by these technologies. Thus, it is not surprising that online learning is accepted as an important tool in the general education sector. However its adoption in Technical and Vocational Education and Training (TVET) is yet to reach the equivalence of the general education sector. With the availability of state of the art online learning technology, there is greater opportunity for acquiring the technology that can support TVET practices. The aim of this paper is to discuss the trend of ICT integration in teaching and learning in TVET based on a systematic review of ICT integration in post-secondary TVET. The focus is mainly on the “what’ and “how” aspects of ICT integration in TVET. The literature reviewed indicates that while ICT integration can be aimed at the learning goals in the three domains, the affective, cognitive and psychomotor domain; its effectiveness is more noted where learning goals are of the cognitive domains. More effective integration is also indicated where the blended mode is adopted as compared to the fully ICT mediated mode. Lessons learnt in light of these findings are discussed for future ICT integration in TVET.