Minimum Educational Standards Research Articles

SEKOLAH PENDIDIKAN PEGAWAI PRIBUMI UNTUK PANGREH PRAJA (OPLEIDING SCHOOL VOOR INLANDSCHE AMBTENAREN-OSVIA) DI SERANG – BANTEN TAHUN 1900 – 1927

Indigenous School Education Officer for Civil-directed, School Opleiding voor Inlandsche Ambtenaren (OSVIA) in Serang Banten years 1900-1927. This research is based on a system of government that the Dutch East Indies in the program directed by the Government is required to be able to perform administrative tasks in the province but because of the high officials who have to come from the Netherlands to the Dutch government established a school to meet educational officials natives in the province. The purpose of this thesis writers to learn the system of government in the province with the native elite-modern with the traditional school as a condition for becoming a regent. The method that I use the method of Historical done through several stages, namely: (1) Heuristics, (2) criticism, (3) interpretation, (4) Historiography. While the techniques used to obtain data through library research by studying and analyzing various resource books, newspapers, interviews and archival materials related to the issues discussed. The results reveal that the purpose of recruitment administration in Banten just to get the officer natives are very cheap and the Dutch government considers important role for indigenous political elite bureaucracy native is an intermediary between the government and the people using its traditional authority. So the Dutch government established a school to become an administrative officer at the school named Banten OSVIA. After the establishment of the school in Serang Banten OSVIA traditional governance with the pedigree of the king replaced by a modern system which breeds not be the main requirement to be governor, but education has to be provided to the regents, in which a minimum standard of education graduates OSVIA and able to speak Dutch. Thus the author can give lessons to the community and fellow students with thesis title so that I can learn a transitional government would be traditional-modern in Banten after the arrival of the Dutch.

‘The students do not know why they are here’: education decision-making for Syrian refugees

ABSTRACTThis case study, conducted collaboratively between education scholars and education practitioners, describes and analyses the ways in which Syrian refugee teachers and an NGO are developing and implementing non-formal education (NFE) programming in three refugee settlements in Lebanon. Utilising the INEE Minimum Standards for Education in Emergencies, we analyse teachers’ and programme administrators’ decision-making processes regarding curriculum, language of instruction, and pedagogy as well as how and why these decisions are made in the absence of a guiding framework or policy for NFE. We also consider the ways in which the nation-state writ large still helps to influence these decisions in the ‘global era’.

PERENCANAAN PEMBIAYAAN PENDIDIKAN (Studi Kasus di Sekolah Dasar)

Financial planning education, especially regarding the analysis of the needs of education ( elementary school ) in the future should be able to run, so that the achievement of the plancan be realized well with effective management and efficient budget . Educational arrangements referred to in this article is how governments , agencies or schools can plan sees the need for schools , classrooms and teachers in the community standard which is based on meeting the minimum standards of education . The aim is to assist in the distribution of education and know the real condition of the school in the community . Schools targetedmainly primary school level are included in compulsory education launched by the government .Keywords : Planning , Financing , Budgeting and Mapping Guru

LEADERSHIP COMPETENCIES OF SCHOOL PRINCIPALS: THE CASE OF URBAN AND RURAL PRIVATE SCHOOLS IN PAKISTAN

Private schools have been growing in urban and rural areas to improve the quality of education in Pakistan and have become the second largest employer after textile industry. With a little government budget on education, there is a lack of monitoring on the minimum standard of education in Pakistan. Therefore the quality of education depends primarily on the way schools are managed. The objective of this study is to explore the leadership competencies of private school principals in Pakistan urban and rural areas. Content analysis was utilized to analyze written responses from 26 private schools. This study reveals that in urban and rural areas private school principals are perceived to have strong personal characters but lack the competencies to drive results. The main finding of this study is that leadership competencies of personal characters and driving results are perceived as two independent aspects, instead of complimenting to one another. This is one of the reasons why many private schools fail to retain students to complete a full cycle of basic education

Research Methodology component in Ayurveda study curriculum as key for excellence of Ayurveda post graduates

The Central Council of Indian Medicine (CCIM) is the statutory body constituted under the Indian Medicine Central Council Act, 1970 vide gazette notification extraordinary part (ii) section 3(ii) dated 10.8.71. Since its establishment in 1971, CCIM is the top agency deciding the course content of Indian Medicine courses such as Bachelor of Ayurvedic Medicine and Surgeries (BAMS), Bachelor of Siddha Medicine and Surgeries (BSMS), Bachelor of Unani Medicine and Surgeries (BUMS), Bachelor of Homeopathic Medicine, Surgeries (BHMS), and Bachelor of Naturopathy and Yogic Sciences (BNYS) and the respective post graduate course (PG) Doctor of Medicine (MD). All the Colleges of Indian Systems of Medicine (ISM) are affiliated to various Universities in the country are following the minimum standards of education and Curricula and Syllabii, prescribed by the Central Council.[1]

Ready for practice: What child and family health nurses say about education

Australia has a well-established universal child and family health service predominately staffed by specialist/qualified child and family health nurses. Two common and interrelated concerns are the need for nurses to be ready for practice after completing a nursing education program and the means to ensure ongoing nursing competence. To investigate the readiness of CFH nurses to practise after qualification and their continuing engagement with learning. The study used an interpretive descriptive approach. This paper presents data from four questions from a larger survey of child and family health nurses across Australia. 1098 child and family health nurses responded to the survey. Qualitative survey responses from the four education questions were analysed using inductive thematic content analysis. Five significant themes were identified: hands-on experience (student clinical practice/placement); drawing on prior experience; learning on the job; learning (learning over time); and barriers to learning. This paper provides insights into nurses' readiness for practice at the completion of a postgraduate child and family health nursing qualification and their maintenance of competence and specialist knowledge. It highlights: the need for clinical placement to be retained and enhanced; the significant contribution of more experienced child and family health nurses mentoring newly graduated child and family health nurses; the need for minimum education standards; the importance of reviewing education courses in relation to graduates' readiness for child and family health nursing practice; the importance of supporting ongoing professional development; and the removal of barriers to accessing education opportunities.

TU‐C‐16A‐01: Joint AAPM/SEFM/AMPR Educational Workshop On “Education of Radiotherapy Physicists”

This workshop is jointly organized by the AAPM, the Spanish (SEFM) and the Russian (AMPR) Medical Physics Societies, as part of formal educational exchange agreements signed by the AAPM with each one of these two societies.With the rapid technological advances in radiation therapy both for treatment and imaging, it is challenging how physics is taught to medical physicists practicing in radiation therapy. The main Objectives: of this workshop is to bring forth current status, challenges and issues related to education of radiation therapy physicists here in the US, Spain and Russia. Medical physicists from each one of these countries will present educational requirements of international recommendations and directives and analyze their impact on national legislations. Current and future educational models and plans for harmonization will be described. The role of universities, professional societies and examination boards, such as the American Board of Radiology, will be discussed. Minimum standards will be agreed upon.Learning Objectives: Review medical physics educational models supported by AAPM, SEFM, and AMPR. Discuss the role of governmental and non‐governmental organizations in elaborating and adopting medical physics syllabi. Debate minimum educational standards for medical physics education based on country‐specific resources.

Update in interventional pulmonology: A prologue to a new review series

The past decade has witnessed an unprecedented explosion of technological innovations in the field of Interventional Pulmonology (IP), with broad clinical applications crossing specialty lines including such various disease processes as lung cancer, asthma, chronic obstructive pulmonary diseases and pleural infections, among others. Bronchoscopists now routinely use advanced navigation techniques to reach once inaccessible lesions, can obtain large biopsy specimens safely by cryobiopsies and process these specimens optimally to identify molecular alterations allowing for individualized cancer management. Pleural disease experts have accrued a large body of evidence supporting minimally invasive management of pleural infections or malignant pleural effusions that were, until recently, primarily addressed surgically. Such a paradigm shift has led to an increased awareness among IP specialists of the growing need for a standardization of practice, clinical research efforts to validate the clinical relevance of proposed new technologies and, perhaps more importantly, the needed transition from apprenticeship education models to standardized specialized training programmes leading to demonstrable and measurable clinical expertise. To that effect, IP fellowship programmes are being developed in the United States with ongoing efforts to incorporate standardized curriculum and competency-based evaluation tools. Similar efforts are also underway in Europe and the rest of the world, under the auspices of the European Association of Bronchology and Interventional Pulmonology and the World Association of Bronchology and Interventional Pulmonology. An important challenge facing the IP community consists of defining minimum education standards and training requirements to promote clinical expertise while maintaining the dissemination of knowledge and access to those IP-related technologies that occupy an increasingly central role in patient management, such as endobronchial ultrasound for the diagnosis of mediastinal lymphadenopathy, or pleuroscopy for the diagnosis of unexplained exudative pleural effusions. These numerous changes in clinical education, research and practice position this special thematic review as a particularly relevant and timely addition to the body of literature pertaining to the subspecialty. We invited worldwide experts in various fields of IP to contribute comprehensive narrative reviews, which we believe best illustrate the upcoming opportunities and challenges for IP specialists, and pulmonologists at large, worldwide. We are honoured and grateful for the opportunity to introduce their work and sincerely hope that the selected articles will capture the spirit of innovation sweeping through the field and continue to advance the specialty forward.

Does nurse manager education really matter?

Does nurse manager education really matter?

Sports Nutrition Knowledge and Practices of Personal Trainers

Florida and 45 other states prohibit the practice of dietetics and nutrition by individuals who fail to satisfy certain minimum standards of education and training. Nonetheless, personal trainers (PTrs) in national chain gyms regularly engage in the unlicensed practice of nutrition counseling. The purpose of this study was to assess the sports nutrition knowledge and practices of personal trainers. Sixty PTrs at 14 fitness centers in South Florida, and 69 PTrs at the annual National Strength and Conditioning Association (NSCA) conference completed the study. The questionnaire was developed by two professionals, reviewed by a panel of eight experts, and then pilot tested with 10 PTrs. Analyses were performed using Statistical Packages for Social Sciences version 18. Test-retest reliability was estimated using the C Coefficient. Descriptive statistics as well as Spearman rank correlations, logistic regression models, and multiple regression models were also performed. Test-retest reliability estimates demonstrated that the questionnaire was in fair to almost perfect agreement. Approximately 91.5% of PTrs spend time on nutrition counseling with clients, and 42.6% include nutrition counseling services as part of their fees for services. The average nutrition knowledge score was 59.7% ± 21.2%. This convenience sample of South Florida PTrs and those attending the NSCA conference not only practice nutrition counseling services, but they also charge for these services. Violations of the state laws are likely to continue unless gyms are legally sanctioned.

Education for Ethics Practice: Tailoring Curricula to Local Needs and Objectives

Currently, there is no authoritative credentialing process for individuals engaged in ethics practice, no accreditation system that sets minimum education standards for programs aiming to prepare these individuals for their work, and little evidence available that any particular training model is actually achieving its pedagogical goals. At the same time, a number of healthcare organizations and universities now routinely offer post-graduate programs, clinical fellowships and in-house training specifically devised to prepare graduates for ethics practice. However, while their numbers appear to be growing, information about these programs is limited. In this paper, we describe the goals, content and strategies of three educational programs offered in Ontario, Canada. These case studies highlight the diversity of ethics education available to those who engage in ethics practice and underscore the need to take this variety into account in the development of future education standards that would specify minimally acceptable educational requirements.

Changing educational paradigms in transfusion medicine

Over the past decades, the fields of activity and knowledge in transfusion medicine have evolved into an array of diverse areas and sub‐specialities including immunohaematology, blood component production, haemapheresis, pathogen detection, methods of cell and tissue collection and manipulation, cell conservation and banking, transplant immunology and haemostaseology. Physicians in most clinical disciplines require basic or more advanced knowledge in these fields to meet the requirements of modern medicine. Specialist physicians in transfusion medicine are valuable and competent partners for these related disciplines when it comes to safe, effective and tailored haemotherapy. Transfusion medicine is thus an important qualification at the interfaces of analytical laboratory medicine, pharmaceutical production and clinical disciplines such as internal medicine, anaesthesiology or surgery. In the past, blood transmittable diseases like HIV and hepatitis and adverse reactions to blood and cellular products have led to a complex system of regulatory and technical requirements. Good laboratory practice (GLP), good manufacturing practice (GMP), quality management systems and quality control on the pharmaceutical manufacturer’s level are only a few examples of the standards in today’s blood banking. European directives in the field of blood products, stem cell preparations and tissue have harmonized national regulation and led to higher uniform quality standards for biological preparations in a unified Europe, which is the desired outcome, but which also increases the complexity of this field. By contrast, directives 93/16/EEC, 2001/19/ EC, and 2005/36/EC, the directives of the European Parliament and of the Council on the mutual recognition of professional qualifications of European doctors currently in force, do not include transfusion medicine, blood transfusion or immune haematology at all. Other medical specialities, which like our field, are not common to all member states of the European Union, are listed in the above mentioned directives with the minimum length of training and minimal requirements for the qualifications. Bearing in mind the regional particularities of the medical speciality of transfusion medicine – caused by historical developments, rigidified by national legislations and the urgent need for quality standards also on the educatory level – we support a levelled approach in transfusion medicine education. Irrespective of the required day‐to‐day responsibilities in the blood field, which may range from basic level experience in haemotherapy, over specific knowledge of immunohaematology and clinical haemopathology, as needed for local blood bank management, up to the highest skill level required to direct a complex transfusion service and/or blood bank at an academic medical centre, transparent service quality requires defined minimum educational standards, which could then be adapted to fit specific national requirements. A long‐term objective might be to introduce the transfusion medicine specialisation into the above‐mentioned EC directives in order to guarantee quality and facilitate mutual recognition of transfusion medicine qualifications throughout Europe.

The Right to Education for Children in Emergencies

AbstractThis paper presents the key international legal instrument relevant for education, their use and links with policy frameworks and tools being developed by the humanitarian community to address education rights of children in conflict and emergencies. It describes the current thinking around the right to education in emergencies and why education is a central right to uphold from the onset of a crisis. It gives a brief introduction to how education can meet the international legal standards, as well as the international policy frameworks, such the Millennium Development Goals and Education for All. A continuous case study focuses on Cote d'Ivoire and how the right to education fared in the conflict of that country between 2000 and 2010. The paper looks at issues of enforceability and applicability of the right to education in emergencies, highlighting challenges and mechanisms at national, regional and international levels. The role of the InterAgency Network for Education in Emergencies' (INEE) Minimum Standards for Education as well as the Inter-Agency Standing Committee's (IASC) Education Cluster is discussed, again with specific reference to Cote d'Ivoire, and the centrality of existing monitoring and reporting mechanisms for child rights violations are highlighted. Bringing together all of these elements in one place and making a strong case for the use of both humanitarian and human rights law in securing the right to education in emergencies is what this article brings to the discussion, arguing that the Convention of the Rights of the Child must be seen as the most central instrument.

Standardizing chaos: a neo‐institutional analysis of the INEE Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction

Violent conflict and humanitarian disasters such as floods, famines, or tsunamis, have existed since the start of human history. However, it is only recently that education in these emergency situations has emerged as a visible organizational field. We aim to use a unique theoretical application of sociological neo‐institutionalism to explain the rapid and recent rise of emergency education as a professional field, focusing specifically on the creation of global standards called the INEE Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction. We argue that international standards in emergency education arise due to the institutionalization of education as a human right and rationalization of approaches to solving social problems. A key implication of our argument is that decoupling between formal standards and on‐the‐ground practice is likely to be endemic, lessening the day‐to‐day utility of the standards. However, the creation of international standards and an organizational field of emergency education professionals may provide long‐term benefits by contributing to the re‐definition of humanitarian intervention to include education.

A licence to teach

A new Whitepaper from Children′s Secretary, Chris Balls, includes provision for a five-yearly test that all teachers in England will have to pass in order to continue teaching. Dubbed ′Classroom MOTs’ by the BBC, the government says that these teaching certificates will be necessary to keep the standard of England′s teachers up to a level that guarantees all pupils at least a minimum standard of education, and are intended to weed out ′weak’ teachers.

Resident Training in Emergency Ultrasound: Consensus Recommendations from the 2008 Council of Emergency Medicine Residency Directors Conference

Over the past 25 years, research performed by emergency physicians (EPs) demonstrates that bedside ultrasound (US) can improve the care of emergency department (ED) patients. At the request of the Council of Emergency Medicine Residency Directors (CORD), leaders in the field of emergency medicine (EM) US met to delineate in consensus fashion the model "US curriculum" for EM residency training programs. The goal of this article is to provide a framework for providing US education to EM residents. These guidelines should serve as a foundation for the growth of resident education in EM US. The intent of these guidelines is to provide minimum education standards for all EM residency programs to refer to when establishing an EUS training program. The document focuses on US curriculum, US education, and competency assessment. The use of US in the management of critically ill patients will improve patient care and thus should be viewed as a required skill set for all future graduating EM residents. The authors consider EUS skills critical to the development of an emergency physician, and a minimum skill set should be mandatory for all graduating EM residents. The US education provided to EM residents should be structured to allow residents to incorporate US into daily clinical practice. Image acquisition and interpretation alone are insufficient. The ability to integrate findings with patient care and apply them in a busy clinical environment should be stressed.

Education in naturopathy and western herbal medicine in Australia: Results of a survey of education providers

Questions about the risks and regulatory requirements of naturopathy and western herbal medicine (WHM) in Australia prompted research by the Department of Human Services Victoria. This article offers findings from a survey of education providers, which was one of several studies carried out for the report. (The full report can be found at http://www.health.vic.gov.au/pracreg/naturopathy.htm.) Questionnaires were sent to 43 Australian providers of naturopathy and WHM education. Unsustainable variation was found in award types, contact hours, clinical education, length of courses, and course content. Naturopaths and WHM practitioners are primary contact health professionals but educational standards vary widely, with some practitioners not likely to be adequately prepared. The degree of risk in their practice, and the need for better integration of complementary care with mainstream healthcare, require education at least to the level of a bachelor degree. Courses should be subject to independent external accreditation. However, attempts to determine appropriate minimum educational standards are unlikely to succeed without the support of a regulatory system that can mandate those minimum requirements.

Measuring the Cost of Meeting Minimum Educational Standards: An Application of Data Envelopment Analysis

The recent court decision in Ohio requires that school districts spend a sufficient amount to insure that students are able to meet outcome objectives. Determination of adequate spending is complicated by the influence that fixed socioeconomic factors have on outcome provision; adequate spending will vary depending on the harshness of the environment. Furthermore, measures of adequacy should account for inefficiency in educational production. In this paper, data envelopment is applied to analyze efficiency, costs and adequacy of 607 Ohio school districts using school year 2000 data. The results indicate that adequacy standards can be met by improving the performance of inefficient school districts and reallocating existing resources without increasing total expenditures.

Minimum Standards for Education in Emergencies, Chronic Crises, and Early Reconstruction

Minimum Standards for Education in Emergencies, Chronic Crises, and Early Reconstruction

Board Certification in Clinical Neuropsychology: A Response to Rohling et al.

Board certification is intended to protect the public by identifying practitioners that have met minimum standards for education and training in their specialty or discipline. For varied reasons, clinical neuropsychology, like professional psychology as a whole, has struggled to achieve levels of board certification comparable to the medical profession. Rohling, Lees-Haley, Langhinrichsen-Rohling, & Williamson (2003) have recently published a critique of the board certification process in clinical neuropsychology as it is conducted by American Board of Clinical Neuropsychology (ABCN), arguing that one reason for this failure is the overly restrictive nature of the process. In their paper, Rohling et al. provide a signal detection analysis that makes several assumptions about the process and conclude with recommendations for improving the process to better identify “competent” neuropsychologists in practice. While we agree in principle with many of their recommendations, and ABCN had, in fact, implemented several prior to publication of their article, the article contains many faulty assumptions and logical inconsistencies that we believe are harmful to constructive review of the certification process. In this article, we provide a critical review of their analysis and present new and additional data that demonstrate the procedure is not overly restrictive. A primary consideration is the low incidence of seeking board certification among professionals who identify themselves as neuropsychologists (i.e., a low application rate), rather than an overly restrictive process. We describe steps taken to improve the process and conclude that there are numerous areas of agreement with Rohling et al., including the need for ongoing review and continued improvement in the board certification process in all psychological specialties.