Present State Of Education Research Articles

A School Administrator’s Journey through an EdD program in the Midst of a Global Pandemic

This braided essay weaves together the reflective journey of a school administrator traversing through a doctoral program during the initial stages of the COVID 19 pandemic while considering her Problem of Practice in the current context of her school, local community, and global society. The ongoing challenges of a rural 3rd-5th consolidated school struggling through school improvement to meet the academic, social, and emotional needs of all students are examined, while analyzing the place-based education model as it pertains to the current global pandemic and present state of education. While examining the issue of racial discipline disproportionality in the local context, this essay also addresses the potential implications upon both the local school and overall state of education by fostering a strong sense of place within and through the implementation of place-based educational practices.

中国における医学哲学・医学倫理学の教育・研究の現状

中国における医学哲学・医学倫理学の教育・研究の現状

内モンゴルの教育現状と日本での留学生活(留学生通信)

内モンゴルの教育現状と日本での留学生活(留学生通信)

State of Education for Library and Information Science in Nigerian Private Universities

Private Universities in Nigeria are established, financed, and managed by individuals, corporate establishments, and religious organizations for the development of human resources in the country. This article adopts a descriptive approach to the present state of education for library and information science (LIS) in Nigerian Private Universities. It traces the historical development of legally recognized universities (federal, state, and private) in the country, which currently stands at 117. It also traced the development of librarianship education in Nigeria. Out of the 117 universities, 45 are private with only 2 offering LIS, thereby contributing to inadequate number of professional librarians in the nation. It outlines the factors causing the neglect of LIS by these private universities, which include wrong notion and perception of LIS by societal members, poor visibility of the professional association of librarians in the country, and poor state of the nation's information infrastructure. Recommendations and strategies to establish and run a department of LIS for the training of librarians in these private universities are given. If adopted, they will lead to the production of more proactive contemporary librarians for the nation and the world at large.

The present status of Medical Physics Education and Training in Europe: An EFOMP survey

The aim of this work is to present the results of an EFOMP's survey on the status of Education and Training of Medical Physics in Europe. This survey has been undertaken by EFOMP in 2005, to update the document "Policy Statement No. 1", which represents the starting point of the EFOMP recommendations on Education and Training in Medical Physics. Ultimate results have been collected at the end of 2006. To perform the survey, a questionnaire was sent to 34 National Member Organisations (NMOs) for Medical Physics, to collect information on the present state of education and training in each European country. Twenty-five countries participated in the enquiry and responded to it. The most outstanding results are as follows: In all countries, the basic requirement to enter the Medical Physics education is a university degree. The length of this university education ranges from 2 to 5 years. Concerning the Post-graduate education in Medical Physics: A nationally approved educational programme is in operation in 16 of the 25 countries. Postgraduate education takes place essentially within 3 different approaches and the total length of Medical Physics education and training ranges from 2 1/2 years to 9 years. In 14 countries, it is mandatory to hold a diploma or license to work as a Medical Physicist. It allows working in all areas of competence (the most mentioned were Radiotherapy, Nuclear Medicine, Diagnostic Radiology and Radiation Protection) in 14 countries, whereas in 4 countries it allows to work only in 1 or 2 areas. Seventeen countries have a register for Medical Physicists. A formal CPD (Continuing Professional Development) programme is in operation in 13 countries.

Representative survey of dental students about the present state of education, PC equipment and configuration requirements for a net-based dental education system

Representative survey of dental students about the present state of education, PC equipment and configuration requirements for a net-based dental education system

Representative survey of dental students about the present state of education, PC equipment and configuration requirements for a net-based dental education system

A representative survey of 130 dental students revealed that the necessary conditions for using net-based education systems seem to exist, as 99% of all students have access to a PC, of which most (78%) own one. As most of them use the PC at least several times a week, they seem to be adequately skilled to deal with hard- and software. Internet and emailing are the most commonly used features of the PC after text documentation, therefore it can be inferred that almost all computers have Internet access. The students' requirements for the planned net-based dental education system are case documentation, multimedia documented workflows, checklists related to workflows, a training tool for prosthetic therapy planning, practical advice and films about dental treatment methods, timetables and discussion fora. The net-based dental education system can support private study but may also be used for seminars in small groups.

A comment on the analysis of educational research data for policy development: An example from Zimbabwe

This paper presents a state-of-the-field review of progress toward the ideal of Education for All in the Sub-Saharan Africa region. First, the significance of Education for All in Sub-Saharan Africa is clarified. Then, the beginnings of formal education in Sub-Saharan Africa (i.e., nineteenth century missionary education) are discussed, followed by colonial education. This is followed by an overview of post-independence strategies and initiatives aimed at the expansion of education. The Outline of a Plan for African Educational Development, drafted by a meeting of Ministers of Education of African states (MINEDAF) immediately after independence, 1961, is discussed, followed by the resolutions taken at the seven MINEDAF conferences held since 1961 till the present day. The resulting strategies and initiatives aimed at bringing education to all are discussed and evaluated. The impact of structural adjustment programs signed in recent years by most governments of African countries with the World Bank is also addressed. In conclusion, the present state of education in Sub-Saharan Africa and the prospects and challenges of Education for All are summarized.

The Community Partnership: Operation Rescue

A multitude of education experiments and pilot projects have been undertaken by local school districts to enhance education of children in United States. Many of new experiments and projects have been successful, and academic achievement levels have been raised for some students. However, overall student achievement and general health of education in America was rated risk in 1983 by National Commission on Excellence in Education. Additionally, a variety of studies and television documentaries were produced during last half of decade that provided information on present state of education. All have concurred that a variety of problems exist and that there is indeed room for improvement. Two common threads can be found in most of recommendations that have been put forth to solve problems associated with low academic attainment of American children. The first is need for more parental involvement in education, and second is need for intensified community participation at local school district level. A Nation At Risk (1983) identified one of tools at hand as the voluntary efforts of individuals, businesses and civic groups to cooperate in strengthening educational programs (p. 16). Community participation is a vital and needed component if our children are to attain academic levels they are capable of reaching.

メカトロニクス技術教育の実情(<小特集>企業内教育)

メカトロニクス技術教育の実情(<小特集>企業内教育)

Announcement of the activities of OMGE Education Committee

The aims of the OMGE Education Committee is to obtain knowledge of the present state of education and training in gastroenterology around the world. Therefore a questionaire has been sent to all gastroenterological associations asking for 1. specialty in medical/surgical gastroenterology, 2. requirements for speciality, 3. training and education programmes, 4. if no speciality, what training and education programs exist, 5. how many centres are recognized for training and education, 6. how many gastroenterologists educated per year, 7. how many are active in hospitals/outside hospitals, if possible estimates per 100,000 inhabitants, 8. comprise your training and education program research work, 9. facilities for continuous training and education programs, no of hours required per year, 10. your personal opinion about the present and future programs in your country/hospital.

Significance and Rationale for Education in Early Childhood in Africa: A Lesson from Western Experience

To examine the theoretical and empirical evidence in support of education in early childhood both in the West and in the Third World Countries a brief account is given of the present state of education during early childhood in Africa. Comparatively early childhood education in Africa leaves much to be desired. By alerting the public to the importance of early childhood education as observed in Western countries, African countries and other developing countries might be encouraged to give greater attention and allocate part or more of their scarce resources to the operation of such programs to improve preschoolers' lives.

大学院教育に関する問題点

At a turning point of the world situation as symbolized by a typical key word, the age of technological revolution, the international circumstances surrounding Japan in polytical, economical and other several respects are becoming not easy to manage. Only way for Japan, keeping her status established so far, to survive such the situation is considered to aim further progress in sicence and technology by herself as well as to get reputation in contiributions to the world peace and culture.From the view-point mentioned above, problems of education for the next generation becomes of importance. We discuss in this monograph some of the problems in relation to the education in graduate schools of science and technology; that is, a problem of evalution of the present education, a problem concerning creativity in relation with the present state of education, and some of serious problems underlying the present graduate schools.

Lionel Smith on education in Iraq

Lionel Smith, the author of the following document, was Director of Education in Iraq from August 1920 till the autumn of the following year, and after a two-year absence in England, Adviser to the Ministry of Education from 1923 until his resignation and final departure from Iraq in May 1931. Before Smith left the High Commissioner, Sir Francis Humphrys, asked him to write a memorandum on 'The Present State of Education in Iraq'. I found a copy of this on going through the papers of Lionel Smith, who was my uncle, after his death in Edinburgh in 1972. Lionel Smith was born in 1880, the eldest son of A. L. Smith, Fellow and later Master of Balliol College, Oxford. He was educated at Rugby and Balliol, was elected a Fellow of All Souls and became Fellow and Dean of Magdalen College. When war broke out in 1914 he was commissioned into a territorial battalion of the Hampshire Regiment, which meant that he spent most of the war years in India. In November 1917 he was posted to another battalion of the same regiment then stationed at Aziziyah, fifty miles south of Baghdad, from where, not surprisingly, he was quickly extracted to serve in the embryonic education department which was part of the civil administration the occupying British forces were endeavouring to set up in Mesopotamia. Like others thus recruited, Smith's involvement in the new country was to become more than temporary. Lionel Smith was a person of many gifts. He was one of the best all-round amateur athletes of his day captain of England at hockey, almost unbeatable at squash, bow in the Balliol boat which won the Visitors' Cup at Henley in 1901, scratch at golf, and so on. He was a good though not outstanding classical scholar and after a second in Greats obtained a first in History. He numbered among his friends many of the most brilliant of that Oxford generation which was to be destroyed in war Raymond Asquith, Arthur Darbyshire, Charles Fletcher, the Grenfells. Smith stood somewhat apart from the others in that he seemed to have no discernible ambition; Raymond Asquith wrote of his 'wonderful diffidence'. This streak of selfdepreciation was to be demonstrated afresh when, after his return to England and appointment as Rector of Edinburgh Academy, he was offered, but turned down, the headmastership of Eton. A certain innate pessimism in Smith's outlook, combined with the traditional religious and moral standards by which he had been brought up and in which he unquestioningly believed, made it hard for him to feel much sympathy for the exuberant optimism of Arab politicians who felt that nothing was easier or more desirable than creating a nation-state out of the ruins of an ancient but alien empire. These saw education as the handmaid of nationalism; Smith saw it as a process by which men and women learn to recognise and appreciate the good life of truth and beauty. It is hardly surprising that, on the eve of quitting a country which he believed was being

The Vocationalisation of American Education

The present state of education for work in the U.S. presents something of a paradox. On the one hand, one could well maintain that vocational education has become triumphant in the last 15 years: that it has made enormous gains at the expense of the liberal arts and sciences and is now the dominant form of post-compulsory education. Less than 20% of all graduates of four-year institutions in 1980, for example, majored in the humanities, the natural sciences and the biological sciences combined. Business was by far the most common major at American four-year colleges in 1980 with approximately 20% of all students, and at the two-year institutions enrolments in vocational and career programmes exceeded enrolments in the liberal arts and sciences (Anderson, 1982). But at the same time, it could be argued that the vocational education movement is in considerable trouble. Vocational educators have been vigorously attacked in recent years on several grounds: that their programmes are unduly narrow and interfere with the acquisition of more general cognitive skills, and that they are not very successful in placing graduates in the fields in which they were trained. A considerable body of evaluation research has come to primarily negative conclusions on the effectiveness of vocational education (Grasso 8c Shea, 1979), and at the same time, the influential Carnegie Council ( 1979) has recently recommended that vocational training be dropped from the high school curriculum. In part, I want to suggest, this paradox can be resolved by distinguishing between two kinds of vocattional education: the vocational education movement with its traditional focus on the high school and on non-degree granting post-secondary institutions on the one hand, and the trend toward career and professional education in the colleges and universities on the other. The latter, vocational in all but name, has been triumphantly successful. High school vocational education, on the other hand, has experienced a decline both in enrolments and in the self-confidence of its advocates. The vocationalisation of college education has been a quiet, if unobserved revolution. There is no professional organization or lobby which has had as its primary purpose the encouragement of a shift in student majors away from political science, or English, or history, to food science, travel administration or journalism. Federal and state vocational funds, available for programmes in high schools and non-degree programmes for adults, are not available to support career training in the four-year institution. Nor are programrnes at the four-year institutions generally referred to as 'vocational programmes'. Occupational training in four-year colleges, to the extent that it is mentioned at all, is usually seen as professional or preprofessional in nature a characterisation which is at best, as in the case of business administration, somewhat strained; and in fields like 'fire science', or 'restaurant administration', almost entirely inappropriate.

Laboratory experiments and demonstrations in tribology

The Jost Report 1 has drawn attention to the present state of education and training in tribology in colleges' and universities. At the present time many academic institutions are planning courses in tribology and many of these lecture courses will require support in the form of laboratory experiments or demonstrations. It is unfortunate that apparatus suitable for teaching purposes has not been readily available in the past, and although some manufacturers are now recognizing the special requirements of tribology, it is appropriate to examine some of the ‘home’ designed and manufactured equipment which has been found to be useful in the teaching of tribology at the University of Leeds. This equipment varies from simple and cheap demonstration models to more complicated and expensive machinery which can serve a dual role in education and research. In many cases it will be difficult to find time for formal laboratory instruction in the subject of tribology in the crowded timetables familiar to college and university departments. There are, however, some simple demonstrations which can be used to illustrate an action or principle which are very useful to the teacher, and even if time can be found for laboratory exercises the author believes that a qualitative demonstration is often more effective than a quantitative experimental task. In any event the teacher has to decide whether he wishes to illustrate an action or principle or provide quantitative information, since this decision will determine the form of the apparatus. In this series of articles detailed accounts will be given of simple demonstration models and more complicated general purpose teaching and research machines covering liquid-lubricated journal and thrust bearings, lubricated cylindrical contacts, gas bearings and rolling contact bearings.

The Newly Founded Institute for Educational Research (Institut für Bildungsforschung) within the Max‐Planck‐Gesellschaft

TO ATTRIBUTE THE FOUNDATION of the Institut fiir Bildungsforschung in der MaxPlanck-Gesellschaft to the present alarm over the state of education in Germany (die deutsche Bildungskatastrophe) would be no more accurate than to ascribe the current reappraisal of American educational institutions and technologies to the Sputnik-Scare. The American concern over the inadequacy of educational standards started, as Professor Cremin has reminded us, in the early forties and had gained momentum long before an inkling of Russian scientific advances had reached the Western public. Similarly, the consciousness of an imminent decline in the qualitative and quantitative outcome of German education has been rife in this country for years. Its reasons-Nazi barbarism and a rigid traditionalism of the institutions of secondary and higher education-were realized by many. In fact, plans for the interdisciplinary institute for educational research, which these notes report, had matured several years before the general alarm on the truly frightening dimensions of the educational emergency in this country. They had been adopted as early as 1963 by the academic and political bodies responsible for the policy of the MaxPlanck-Gesellschaft, who had thereby demonstrated their concern over the decline in highly qualified manpower reserves in the country. Still, an idea should be given of a few basic facts that have recently and vehemently roused public opinion over the dangers inherent in the present state of education in Germany. They will help to understand the sense of urgency which finally brought about the foundation of the 'Max-Planck-Institute', as well as a number of other moves in a similar direction, such as the equipment of some of the Liinder (states) ministries of education with more adequate machinery for fact-finding and documentation or the re-shaping of the Deutsches Institut (formerly Hochschule) fiir Internationale Piidagogische Forschung (DIIPF) in Frankfort. Again, there had been no lack of warning from responsible public bodies, like the Trade Unions, especially the General Teachers' Union, certain groups of industrialist, Social Democrat and a few liberal politicians, as well as from individuals like Hellmut Becker, the initiator and present director of the Institut fiir Bildungsforschung; or the economist Friedrich Edding, foremost in this country in applying economic concepts and methods to the educational process and one of the pioneers of the 'economics of education' on the international scene; or, to mention yet a third, Rolf Dahrendorf, who has drawn attention to social bias in the educational system and has initiated a number of investigations in this context. Nor should individual reform moves of some Liinder authorities, in the first place probably those of the City and Land of Berlin, be ignored. Still, if one were to pick a special date at which the bugle was clearly sounded and finally reached the ear of a wider public, including those responsible for political direction, one would surely

Art. VIII.—The Present State of Education in Egypt

Volumes have been written about the political and financial state of Egypt, but little attention has been directed to the present condition of education in that country. Therefore the results of a personal inspection of the schools in Cairo may not be uninstructive, especially since the importance of the subject has been strongly emphasized in Lord Dufferin's celebrated despatch (Feb. 6th, Egypt, No. 6, 1883).

Abstract of the Reports of the Surveys and other Geographical Operations in India for 1870–71

WE learn from these reports that during the season of 1870–71, the Great Trigonometrical Survey has been proceeded with on six series, and the complete work is represented by 11,203 square miles of principal, and 10,076 of secondary triangulation. The total area surveyed up to 1871 by the Topographical Surveys which do not include the Topographical work of the Trigonometrical Survey, is 665,909 square miles, three times the area of France. The Geological Survey has been going on more briskly than in previous years, and the Geological Surveyors are gradually building up the materials which will enable a geological map of India to be prepared. The tidal observations, from which much was expected, and for which gauges were made and sent out to India more than two years ago, were not gone on with on account of the financial difficulties of the Indian government. The government has finally adopted Mr. Hunter's plan for the spelling of Indian names; it is as near an approach to what is known as the “scientific system,” as the public in the present state of education are able to endure. The “scientific system” consists in scrupulously rendering letter for letter, without any particular care to preserve the pronunciation. Uniformity in the spelling of geographical names is a great matter, no matter on what principle it may be based.