Role Of Education In Development Research Articles

Improvement of Comprehension Skills of Alternative Learning System (ALS) Learners Through Reading-Focused Session

Reading comprehension skills among Alternative Learning System (ALS) learners play a vital role in educational development, enabling individuals to understand various forms of written information. This study shed light on the profile of ALS Accreditation and Equivalency (A&E) learners and their reading comprehension skills. It highlighted the significant differences based on profile variables and identified their challenges in developing reading comprehension skills. The proposed project offered a comprehensive approach to enhance reading comprehension among ALS A&E learners. This study utilized a descriptive method, involving a sample of 90 ALS A&E learners from various ALS centers. Data were collected through survey questionnaires and interviews. Descriptive statistics were employed to provide statistical descriptions of the variables and indicators studied. Based on the findings, it was concluded that the study’s respondents were predominantly teenagers and young adults, with a noticeable lack of middle-aged adults. Moreover, female respondents exceeded male respondents, and most of the respondents came from low-income households. The respondents agreed on the importance of further enhancing reading comprehension skills among ALS learners. Furthermore, the study indicated that factors such as age, sex, and socioeconomic status had minimal or insignificant influence on the reading comprehension skills of ALS learners. The research also identified challenges faced by ALS learners in their pursuit of improved reading comprehension skills, emphasizing the necessity for specialized reading-focused sessions to effectively address the challenges and enhance these skills.

The Role of Education in the Development of Human Capital: A Bibliometric Analysis of Literature Outputs in 1990–2023

Abstract Objective Comprehensive overview of the most relevant topics, trends, and scientific products in the field of the relationship between education and human development. Methodology Bibliometric (VOSviewer v.1.6.10) analysis were used to describe thematic, temporal patterns, clustering of concepts and research networks (geographical and institutional aspects). Findings The study provides a comprehensive overview of the state of research on education’s role in human capital development, offering summarized insights into global trends, thematic shifts, and key contributors to the field. Value Added The article contains quantitative methodological approach to studying current topics and developing research on the impact of education on human development, which is interdisciplinary and covers a large volume of publications. The article defines research thematic and evolutionary-temporal patterns, carries out clustering of research networks according to the affiliation of scientists (geographical and institutional aspects), and identifies leaders of scientific opinion in this field. Recommendations Future research may focus on developing a list of measurable indicators suitable for evaluating the role of education in human development, and social and economic determinants to avoid cognitive biases or irrational and distorted decision making by mainstream agents.

PERAN PENDIDIKAN DALAM PENGEMBANGAN KARAKTER 5.0

Education has a close relationship with the teaching and learning process and school is the place where learning takes place. In the learning process, the main elements that must exist are teachers and students. For the elementary school level, the teacher is the main source of learning, although in practice the role of the teacher can be replaced by using instructional media. Thus, in the latest educational curriculum implemented in Indonesia, teachers can also be referred to as facilitators in learning. The purpose of this study is to analyze the importance of the role of education in developing character 5.0. The method used is qualitative. The results obtained are that the role of education in developing character 5.0 is very important. The role of education in character development 5.0 can be carried out with the synergy of informal, non-formal and formal education which are interrelated with one another. Provision of good education which is based on national education goals will create character education that is independent, intelligent, moderate, and has a religious spirit.
 Education has a close relationship with the teaching and learning process and school is the place where learning takes place. In the learning process, the main elements that must exist are teachers and students. For the elementary school level, the teacher is the main source of learning, although in practice the role of the teacher can be replaced by using instructional media. Thus, in the latest educational curriculum implemented in Indonesia, teachers can also be referred to as facilitators in learning. The purpose of this study is to analyze the importance of the role of education in developing character 5.0. The method used is qualitative. The results obtained are that the role of education in developing character 5.0 is very important. The role of education in character development 5.0 can be carried out with the synergy of informal, non-formal and formal education which are interrelated with one another. Provision of good education which is based on national education goals will create character education that is independent, intelligent, moderate, and has a religious spirit.

‘Entering the world of academia is like starting a new life’: a trio of reflections from Health Professionals joining academia as second career academics

ABSTRACT This research explored the experiences of three health professionals transitioning into academia as second-career academics (SCAs), with the aim of gaining insight into potential enablements and constraints for such career changers. The process of redefining identity from expert health professional to novice academic could occur through a three-stage process of transitioning. However, if SCAs experience an unsupportive or ‘care-less’ environment, such redefining may not occur. The paper attempts to illuminate the crucial role of educational developers in understanding and supporting SCAs when they ‘start a new life’ in academia.

An Assessment of New Methods and Techniques in Teaching and Learning in Nigeria Towards Sustainable Development Goals.

The 1950’s and 1960’s were eras of absolute faith in education as a major instrument of social or economic development. This saw the unprecedented curriculum development efforts geared towards a new interpretation of the role of education in development, this was so, as many developing countries at that time were getting independence from colonial administration. Thus, the changing economic, social and political situation in both developed and developing countries combined to create needs for constant innovations and reforms in education. Due to this new social configuration it is necessary that new ideas and needs have emerged in which the former system is no longer adequate. This is more so as by early 1970’s to date there is general agreement among politicians, educational and social plainness, and schools that education is a key change agent for moving societies towards development. Within this context expanded and improved educational provision became a focus of development efforts, especially in developing countries as a means of acquiring new teaching methods. The rationale behind this paper is the evident failing of the educational system in response to new methods and techniques in teaching and learning. The primary obstacle to the introduction of new teaching methods and techniques into the system was partly the inertia of the educational system itself and partly the inability of government to muster the sum of money required to provide teaching instructional aides.

Ascertaining impacts of capacity building in open educational practices

ABSTRACT Interest in the adoption of open educational practices (OEP) is growing, and the strongest arguments in its favor are that the adoption of such practices has the best chances of making education affordable and accessible to all. However, engagement with such practices requires the adoption of a fundamentally different set of beliefs and value systems about the role of education and educational resources in the development of societies. The development of these beliefs and values are achievable through a combination of strategies. These include appropriate policies, as well as capacity building through sustained engagement in carefully designed learning experiences, which involves people reflecting on authentic problems and situations around the adoption of OEP. The impacts of such capacity building are difficult to ascertain because they are an outcome of a combination of factors involving the practitioners themselves, their educational context, as well as their views about intellectual property, its ownership, and role in educational development. This article discusses our approach to shifting the mindsets of practitioners around OEP and ascertaining its impacts on them.

The well-being of South African university students from low-income households

ABSTRACT The role of higher education in development and social mobility is now widely acknowledged and globally recognised. In South Africa in particular, graduates have greatly increased employment prospects. This paper takes up the importance of addressing South African university students’ multi-dimensional well-being in the light of global higher education development agendas. Considering poverty and development in the space of higher education – specifically in the lives of youth from low-income households in South Africa – I draw on two waves of life history data from undergraduate students at five universities. Material-cultural conditions for a threshold of well-being emerged powerfully in every single student narrative, indicating a need for some rethinking of capability deprivation and poverty. This paper conceptualises three broad hardship categories specific to higher education, considering the multiplicity of factors and complexity of low-income in student experiences and achievements. Even though the theoretical framing draws on Sen’s capability approach and its attractive moral perspective, the paper also foregrounds students’ material well-being as significant in understanding how education can advance change, and not only reproduce social inequalities. The challenge remains, how do we reconcile resources and capabilities, and to link freedoms to financial analysis in evaluating the lives that students value?

FORMATION OF PUPILS' MUSIC LEARNING EXPERIENCE AND SELF-EXPRESSION SKILLS IN SOCIO-EMOTIONAL ACTIVITIES

When emphasizing a role of education in development of creative personality, attention during the process of teaching music is paid to the pupil’s social and emotional learning which determines formation of self-expression skills based on the pupil’s attitude and personal qualities. Emotions as one of the main mechanisms of mental activity and behavior are directed toward satisfaction of current needs, while social processes determine a way how a pupil assesses intensity of the motivation establishing emotional stimulus. The motivation area of the self-expression formation in teaching music is determined by the social and emotional learning environment of the pupil, facilitating interaction of emotional and cognitive processes, and formation of mutual relationships in family, class, school and among peers. The aim of the study: to characterize the types of social and emotional activity facilitating self-expression of pupils in teaching music, their correlation with the self-expression of the pupil’s personality in social environment. Research methods: analysis of scientific literature, analysis of the author’s teaching experience, thematic analysis of the pupil’s essays in emotional and social context.

HUMAN GROWTH NEW PARADIGM SEBAGAI STRATEGI PENGEMBANGAN SUMBERDAYA MANUSIA (SDM) INDONESIA

This paper is based on two theories that emphasize the paradigm of how the role of education for development. The first is the paradigm of human capital (human capital paradigm), which is influenced by classical economic theory, the Neo Liberal. This theory views and places human resources only as a factor of production. The second is the paradigm that is oriented towards human resource development with the direction of long-term goals, namely human growth paradigm. It is a paradigm that builds HR with an education system that not only relies on intellectual intelligence and psychomotor skills of HR (skills), such as on human capital paradigms but also on personal development that is moral, ethical and independent thanks to the subtlety of sense and silence of conscience conscience (Character).

ROLE OF QUALITY EDUCATION FOR SUSTAINABLE DEVELOPMENT GOALS (SDGS)

At this critical time, the best thing that the government can do to stimulate progress is to provide the nation with the best minds to help the nation tackle future challenges. Now that the race towards the attainment of the Sustainable Development Goals (SDGs) is on, it is pertinent to set the key performance indicators for assessing progress in line with the overall vision of the development agenda. In this paper, the role of quality education for sustainable development goals (SDGs) is explored. Quality education is called SDG-4 because it is a 4th goal of the SDGs. The introduction and background of the quality education and sustainable development goals is defined in first section. In section 2, some relevant theories about the role of education in development are presented. Literature review of some selected studies is given in section 3 of the study. In section 4 of the study, the comparison is made among SDG-4, MDG-2 (Goal-2 of Millennium Development Goals) and EFA (Education for All) and reasons are given that how SDG-4 is differ from MDG-2 and EFA. In next section, it is defined that how we can achieve equitable and good quality of education and some priority targets will be set to achieve the goal. The challenges for higher education and the steps involved in translating global commitments are given in subsequent section. At the end, the conclusion of the study is given.

Neglected and Common Areas of Educational Research in Pakistan: A Document Analysis

Educational research plays an important role in development of education. In Pakistan, after the establishment of Higher Education Commission of Pakistan in 2002, there is a paradigm shift in higher education. Number of doctorate students increased very fast in last decade. This study explores the areas which are commonly explored by the researchers and those areas which are neglected by the researchers. The objectives of the study were 1) to find out the trend of educational research in Pakistan, 2) to find out the common areas of educational research in Pakistan, 3) to find out the uncommon area of educational research, and 4) to identify the neglected area of educational research in Pakistan. Document analysis was used as method of analysis. By using universal sampling, 247 theses were selected. It was found that teacher education, psychology and administration were the most common topics while History of Education, Crime education, ECE were the least studied areas. It was concluded that the Pakistani researchers are focusing on some areas and neglecting some other areas.

School Factors & Cumulative Inequality: A Comparative Study of Elementary Education in Pakistan

Stratification is deeply rooted in the networks of educational institutes at both macro and micro level. It leads to difference in accumulation of educational capital. Since the role of equal primary education in development cannot be denied; one of the key skills for success is the “linguistic key”; the English language skill. This paper aims to highlight aspects that lead to disparity among educational institutes and explore differences among Socioeconomically Divided School Systems at elementary level. Specifically this work examines trends in school factors to compare how these factors accumulate to a specific kind of linguistic exposure across socioeconomically divided school systems in Pakistan. In this ethnographic study, cumulative inequality theory of advantage and disadvantage is used as a theoretical framework and data is gathered from 30 elementary schools in Rawalpindi through demographics, teacher interviews and test scores. The results of the research show which factors play a significant role in cumulative advantage or disadvantage. The results are significant for policy makers, educationists, teachers and the larger society.

Ekonomska ocena značaja obrazovanja u razvoju ekonomije zasnovane na znanju

Research subject is an analysis of the role of education in development of a country, with a goal to look at all differences in views of examinees employed in the economy, educational institutions and students on the role of the government, economy and educational institutions in economic development. Research was conducted in Serbia, Croatia and Macedonia in 2014, by using a survey method. Research results have shown that there is a difference in opinions about the role of the public and private sector in education, depending on where examinee lives, while on the other hand difference in employment is not affecting the difference in their views. When the role of educational institutions and education itself is in question, research showed that there are no differences between Serbian, Croatian and Macedonian examinees. Although there is a difference between examinees according to their employment and it's the biggest between students, while there is no big difference between employed examinees.

Exposition and Synthesis of Benin Bronze Casting: Emphasis on the Olotan Casters of Benin

The introduction of Western education to Nigeria has brought in its wake great strides toward development. Changes in Benin dates far back to the dawn of the 20th century. This paper investigates the critical role of education in development. The paper integrates interview data collected from bronze casters in Benin. The first section of the paper discusses sustainable development in Nigeria involving an infrastructure that supports accessible educational system and Benin social values. The second part of the paper discusses the present dispensation of bronze casting by Olotan casters of Benin. The paper identifies education as being critical to sustainable development. Some characteristics connected to development in the practice of bronze casting in Benin include visioning, relaxing of age old practices and acceptance of western influences.

Lessons from the ‘new’ sociology of childhood: how might listening to children improve the planning of education for development?

This paper proposes that children have valid and important contributions to make to public discourse about education and development policy. This argument is illustrated through a discussion of findings from research exploring the outcomes that schoolchildren in one Ethiopian city expected and desired to be expanded through their schooling. These findings highlight the inadequacy of human capital accounts of the role of education in development, illuminating the importance of individual and collective capabilities and freedoms – as well as household incomes and national economic growth – being included in understandings of development and the role of formal education within that progress.

The role of citizenship education in development of urban branding

The role of citizenship education in development of urban branding

Role of Education in Development in and after the Transitional Period in Kosovo

The topic of the paper is focused on the education condition, in all its levels (preschool, elementary, high school, higher education and post-university studies), after the last war in Kosovo, as well as after transition period.There will be analyzed two key education functions, as basis of development: General education, as a concept of personality, and Professional skills based on contemporary trends of social, economical and technological development.Following the introduction section, where the methodology and structure of the paper will be presented; the paper will put its emphasize on the state of education, restructuring and reformatting of the education system, based on the new world expertise of the field, and also the paper will examine direct general social and economical indicators. The article will be closed by conclusion section, where conclusions and suggestions based on paper research study will be presented, in order to help the improvement of the education system of the country. DOI: 10.5901/jesr.2015.v5n1s1p143

Rethinking Knowledge Production and Circulation in Comparative and International Education: Southern Theory, Postcolonial Perspectives, and Alternative Epistemologies

Rethinking Knowledge Production and Circulation in Comparative and International Education: Southern Theory, Postcolonial Perspectives, and Alternative Epistemologies

A Study on Resources and Services in the Nursing College Libraries at Bangalore City, Karnataka

Education is the transmission of civilization. Well educated and skilled people are key to creating, sharing and disseminating knowledge effectively. It is as old as the history of mankind. It forms the basis for the development and progress of individual and human society. Importance of human resources and the role of education in development has been well recognized. Education is considered as critical input for economic and social development. It is an instrument to imparting knowledge and training to people leading to thei empowerment. Majority of the library were users are satisfied with the availability of textbooks and magazines followed by periodicals and general books. Inadequacy of electronic resources was stated by some users. The number of multiple copies is not enough. There should be more books by Indian authors. The users of the library were asked to indicate how they find required reading material and books. Majority of the users said it is by browsing through the shelves. Some said they consult the library staff and seek their help in finding books. Some students admitted that they take help from their class fellows. A few users said that they use catalogue to locate books. This infers that the methods followed by the students to find the required books in the libraries vary. Majority of the students who use the library stated that catalogue is not upto- date. A high percentage of library users follow the method of browsing and checking the racks and consulting the library staff.

Raising Awareness of Research Ethics in SoTL: The Role of Educational Developers

Does the subject of research ethics take you by surprise? Does it make you somewhat uncomfortable? Does it seem to have nothing to do with your research or your practice? These are the attitudes we have encountered about research ethics among some SoTL researchers at workshops and conferences. In many cases, these researchers had conducted research that should have undergone research ethics board (REB) review, but did not; that should have included a consent process for the use of student data or previous work, but did not; or that started out as program evaluation and became research without meeting the criteria of ethically acceptable research conduct. In this essay, we will argue that familiarity with our national research ethics Policy: The Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans, 2nd edition (TCPS 2) and how it applies to SoTL, is essential for researchers and for educational developers. We will propose a role for Centre of Teaching and Learning staff in raising awareness of TCPS 2 and we will dispel some of the most common myths and misconceptions that abound regarding SoTL and research ethics. Le sujet de l’éthique de la recherche vous surprend-il? Vous rend-il quelque peu mal à l’aise? Semble-t-il ne rien avoir à faire avec votre recherche ou votre pratique? Ce sont des attitudes que nous avons rencontrées quant à l’éthique de la recherche chez certains chercheurs en ACEA dans des ateliers et des conférences. Dans de nombreux cas, les chercheurs ont effectué des recherches qui auraient dû être examinées par les conseils d’éthique en recherche, mais qui ne l’ont pas été; qui auraient dû comprendre un processus de consentement pour l’utilisation de données sur les étudiants ou de travaux antérieurs et pour lesquelles mais ils n’en ont pas, ou qui ont commencé par être une évaluation de programme et qui sont devenues une recherche sans toutefois respecter les critères relatifs à la conduite d’une recherche éthiquement acceptable. Dans cet essai, nous expliquons que la connaissance de notre politique nationale d’éthique en matière de recherche : l’Énoncé de politique des trois Conseils : Éthique de la recherche avec des êtres humains 2e édition (EPTC 2), est essentielle et nous montrons en quoi elle s’applique à l’ACEA. Nous proposons un rôle pour le personnel du Centre d’enseignement et d’apprentissage afin de mieux faire connaître l’EPTC 2 et dissipons les mythes et idées erronées les plus courants qui abondent concernant l’ACEA et l’éthique de la recherche.