School Network Research Articles

THEORETICAL CONSTRUCT AND DEVELOPMENT OF WASATIYAH MEASUREMENT INSTRUMENTS

This study aims to produce wasatiyah (religious moderation) measurement instruments that are valid, reliable, and meet the criteria for the goodness of fit statistics based on theoretical constructs to formulate dimensions, aspects, and indicators. Wasatiyah is measured by 4 (four) dimensions, including the nationality dimension, Islamic dimension, tolerance dimension, and anti-violence dimension. Each dimension consists of 2 (two) aspects, thus there are 8 (eight) aspects and a total of 25 (twenty-five) indicators. The research subjects were 286 (two hundred and eighty-six) people for instrument 1 and 250 (two hundred and fifty) people for instrument 2. They were educators and education staff of Islamic integrated schools that are members of the Indonesian Islamic Integrated School Network (Jaringan Sekolah Islam Terpadu, JSIT). This research uses mixed methods, namely qualitative methods with a literature study approach and quantitative methods through field trials with measurement methods. In its analysis, the research used LISREL 8.8 application through reflective construction based on confirmatory factor analysis (CFA). Based on the confirmatory factor analysis, the wasatiyah construct is valid, reliable, and fit as a model. Each dimension, aspect, and indicator can reflect and shape the wasatiyah construct both on instrument 1 and instrument 2. Therefore, the measurement model of the wasatiyah theoretical construct can be accepted according to empirical data obtained from field tests. As the Ministry of Religion's program to develop moderate Islamic understanding in the nation needs to be supported by clear measurement tools, the wasatiyah measurement instruments are expected to avoid political prejudice. Wasatiyah must be defined honestly, not based on momentary political interests. It is hoped that the wasatiyah measurement instruments can be used by any institution, especially formal educational institutions, to assess the wasatiyah level of their employees, teachers, or staff. In addition, it can also be used by other Muslim communities such as youth of mosques, hijrah communities, and so on.

Educational and Occupational Potential of Ukraine: Main Challenges and Ways of Improvement Under Current Conditions

Problems of the skills development and the quality of human capital became the priorities of the current socio-economic development. That’s why the relevance of the investigation of the main trends in the formation and development of the human potential of country (especially, educational and qualification component) significantly increased. However, the possibilities for the stable and effective development of the labour market and vocational education system in Ukraine are limited because of the influence of war. Therefore, it is extremely important to study the specific features of the development of educational and occupational potential of country under the influence of war, to define the main challenges of its development connected with constrains and limitations of effective realization during this period of time. The aim of the paper is to identify the challenges and threats to the realization of the educational and occupational potential of Ukraine under current conditions, to determine the ways of the development of employees’ individual skills and competencies needed under conditions of post-war recovery period. In order to achieve the defined aim, the authors have used data of sociological surveys, as well as all available sources of information (especially, data of State Employment Service, opendata). During research process, such research methods as analysis and synthesis, system analysis, scientific abstraction, comparison, generalization, logical approach were used. The results of the study made it possible to define that the quality of educational and occupational potential depends not only on the demographic basis of labour force reproduction, but also on the readiness of the employees to acquire new skills, to upgrade qualifications. It was also defined that the negative trends in the development of the vocational education and training (VET) system significantly increased under conditions of war due to: the damage to the network of vocational education schools in the regions affected by hostilities; the significant scale of external and internal migration; the disruption of established coordination relations between enterprises and vocational education schools; the aggravation of the problems of VET schools financing. Calculations of the structural changes intensity coefficients (by 25 most popular occupations) indicates a higher probability of balancing the list of occupations for which vocational education schools provide training with the dynamics of changes and the occupational structure of vacancies (taking into account the degree of load on the part of unemployed). Results of calculations can be taken into account when determining the number of students and the structure of training organized by vocational education schools and employment centres. During the investigation process, it was proved that the factors related to the employees’ incentive for training, retraining, acquiring skills and competencies necessary for increasing competitiveness in the labour market, realizing their educational and occupational potential are also important. The aggravation of the problems of realization and development of the educational and occupational potential of internally displaced persons was defined as a serious challenge. Based on the results of surveys, it was outlined that internally displaced persons are interested in receiving professional assistance for career development and employment, but not able to formulate specific requests regarding areas of study and assistance. In the paper the necessity of the widening of the ‘work-based learning’ practice (training organized at the workplace), which will contribute to the integration of training at the work -place and formal (academic) training for the acquisition of ‘hard’ and ‘soft’ skills, is suggested and proved. The main ways of the minimization of the risks and threats of ensuring the professional development of the labour force, the development of the educational and occupational potential of the labour force were proposed in paper. The conclusions of this article can be useful for elaboration of the measures of educational and employment policies aimed at the improvement of the quality of educational and occupational potential of the labour force in Ukraine during war and post-war recovery period.

Administrative and legal principles of ensuring the right to professional preliminary education for persons with disabilities

The scientific article is devoted to the administrative and legal principles of ensuring the right to professional preliminary education for persons with disabilities: foreign experience and directions for improvement. The experience of the USA and European countries in ensuring the right to vocational higher education for persons with disabilities is revealed
 Attention is drawn to the fact that higher education in the USA and Great Britain traditionally belongs to the so-called liberal or market model, which is characterized by a high degree of decentralization of management and diversification of higher education systems. In Italy, the state has exclusive legislative powers regarding general matters in the field of education, the minimum standards to be guaranteed throughout the country, and the basic principles. Regions define school networks within their territories, adjust the school calendar, and have exclusive powers in the field of vocational education and training. Schools are autonomous in terms of didactic, organizational and research work. The Italian state is responsible for funding schools for both educational and administrative purposes.
 It was concluded that the high-quality formation and implementation of vocational pre-university education for persons with disabilities is possible through the borrowing of positive foreign experience: a) openness of the formation and implementation of state policy in the given field for persons with disabilities; b) active development, encouragement, stimulation of the implementation of innovative activities by institutions of higher education, including vocational higher education for persons with disabilities; a) a qualitatively new paradigm of the content of education - considering it not as a collection of the given volume of knowledge, abilities and skills selected according to a certain specialty, but the formation of a comprehensively developed personality according to a comprehensive approach. There is a shift in emphasis not so much on how much the acquirer knows, in particular, persons with disabilities, special knowledge in the chosen field of study, but on how such professional qualities as the ability to adapt, practicality and initiative, the ability to apply acquired special knowledge, in necessary cases creatively rethink it for persons with disabilities.
 Therefore, when implementing electronic governance in Ukraine, we need to take into account the experience of foreign countries in order to avoid typical mistakes and acquire the most successful practices for ourselves. The priority for the countries that we studied is the introduction of high-quality professional pre-higher education to vulnerable sections of the population.

Knowing me, knowing you: Socio-economic status and (segregation in) peer and parental networks in primary school

Students of different socio-economic status (SES) backgrounds are sorted into different schools. While integrating schools seems an easy solution to enhance inter-group interaction, this is yet an empirical question as we know little about how networks structure along SES lines in school. We examine the tendency for friendship and parental networks in primary school to structure by SES. We furthermore explore the role of the local school context. To do so, we collected multiplex classroom network data among Dutch students in 68 classrooms (55 schools) in their final year of primary school (grade 6; age 11–12). We link these sociometric data to register data, and test our hypotheses using cross-sectional exponential random graph models and meta-analysis techniques. Findings show that the networks of primary school students and their parents display a tendency for same-SES over cross-SES ties, net of opportunity structures. We do not find evidence for SES differences in the strength of SES homophily. Descriptive analyses show SES disparities in the extent to which parents have ties with the parents of their children’s friends (i.e., intergenerational closure), but these disparities disappear when controlling for other tie-generating mechanisms using ERGMs.

Hypocenter, Fault Plane, and Rupture Characterization of Australian Earthquakes: Application to the September 2021 Mw 5.9 Woods Point Earthquake

AbstractThe Australian Seismometers in Schools (AuSIS) network operates 50 broadband seismic stations across Australia that are hosted at schools. The instruments augment the Australian National Seismograph Network providing valuable data from urban and regional Australia. The network coverage is quite sparse, but these vital records of rare, moderate Australian earthquakes can improve our understanding of the deformation within the stable continental region of Australia, especially for events with no surface rupture. In this study, we present the feasibility of identifying the fault plane of moderate earthquakes on the Australian continent, using data from the AuSIS network. We examine the fault plane of the September 2021 Mw 5.9 Woods Point earthquake that occurred about 130 km northeast of the Melbourne metropolitan area. We estimate the hypocenter and the centroid moment tensor (CMT) to identify the fault plane from the auxiliary plane in the focal mechanism. We explore a range of 1D models and a 3D Earth model to simulate seismic arrivals and full waveform data. The hypocenter is resolved using P- and S-wave arrivals in a probabilistic framework and the CMT is derived from full waveform modeling through grid search over a set of trial points around the hypocenter. Our solution suggests the mainshock ruptured the depth of 15 ± 4 km, with a strike-slip mechanism striking 348° north on a nearly vertical plane. The high double-couple percentage of this event indicates a simple rupture that propagated from the south (hypocenter) toward the north (centroid) and remained subsurface. This indicates that the causative fault had a deeper structure than the previously known shallow, northwest–southeast-striking faults of the region. The P and T axes deduced from our fault model are notably aligned with the maximum horizontal crustal stress in the region.

Determinants of COVID-19 vaccine hesitancy among students and parents in Sentinel Schools Network of Catalonia, Spain.

Vaccine hesitancy is defined as a delay in acceptance of vaccines despite its availability, caused by many determinants. Our study presents the key reasons, determinants and characteristics associated with COVID-19 vaccine acceptability among students over 16 years and parents of students under 16 years and describe the COVID-19 vaccination among students in the settings of sentinel schools of Catalonia, Spain. This is a cross-sectional study that includes 3,383 students and the parents between October 2021 and January 2022. We describe the student's vaccination status and proceed a univariate and multivariate analysis using a Deletion Substitution Addition (DSA) machine learning algorithm. Vaccination against COVID-19 reached 70.8% in students under 16 years and 95.8% in students over 16 years at the end of the study project. The acceptability among unvaccinated students was 40.9% and 20.8% in October and January, respectively, and among parents was proportionally higher among students aged 5-11 (70.2%) in October and aged 3-4 (47.8%) in January. The key reason to not vaccinate themselves, or their children, were concern about side effects, insufficient research about the effect of the vaccine in children, rapid development of vaccines, necessity for more information and previous infection by SARS-CoV-2. Several variables were associated with refusal end hesitancy. For students, the main ones were risk perception and use of alternative therapies. For parents, the age of students, sociodemographic variables, socioeconomic impact related to the pandemic, and use of alternative therapies were more evident. Monitoring vaccine acceptance and refusal among children and their parents has been important to understand the interaction between different multilevel determinants and we hope it will be useful to improve public health strategies for future interventions in this population.

Online System QoS Enhancement of Flipped Classroom for Intelligent Manufacturing Specialty Based on Intelligent Information Platform

In-depth analysis of the online teaching mode of the "Machine Vision and Inspection" course of the intelligent manufacturing major, and research on the teaching work of the machine vision and inspection course from the teaching objectives and positioning and the key content of the course. And in our school network engineering major Corresponding experiments were carried out. The pilot results show that, for ordinary colleges and universities aiming at cultivating applied talents, the characteristic reform of the original network engineering-related majors can effectively meet the local demand for talents in this field. It is an end-to-end QoS monitoring solution that combines deployment and centralized management.

Reducing Student Exposure to Digital Food and Beverage Marketing: Policy and Practice Recommendations.

Digital marketing of unhealthy foods and beverages to children and adolescents is pervasive, highly effective, undermines healthy eating, and contributes to health inequities. Expanded use of electronic devices and remote learning during the COVID-19 pandemic has increased the urgency for policy interventions to limit digital food marketing in schools and on school-issued devices. The US Department of Agriculture provides little guidance to schools for how to address digital food marketing. Federal and state privacy protections for children are inadequate. Considering these policy gaps, state and local education authorities can incorporate strategies to reduce digital food marketing into school policies for: content filtering on school networks and on school-issued devices; digital instructional materials; student-owned device use during lunch; and school use of social media to communicate with parents and students. Model policy language is provided. These policy approaches can leverage existing policy mechanisms to address digital food marketing from a variety of sources.

School, society, culture and national identity in Oradea in the period 1920–1930

Cultural and social life clearly contributes to accentuate the self-awareness within a community that, through the act of culture, asserts itself in the field of international relations. At the same time, culture represents a sensitive barometer for socio-economic and political life, through which a series of vital factors can be identified in the process of recovery and development of nations. In the interwar period, Romanian society faced a complex situation, generated by the extensive socio-political, economic and cultural changes that occurred after the end of the Great War. The promotion of the interests of the Romanian national state and of mass culture at the level of the entire country was pursued with consistency, this reality also manifesting itself in the historical province of Crişana, with the city of Oradea as its center. In the new context, a justified emphasis was placed on the culturalization project of Romanian society, for which an appeal was made to the main state institutions and the numerous cultural associations and reunions organized after 1918. Thus, the cultural and economic development program was intended to be implemented on a social scale as wide as possible. In a general view, the schools and organized cultural events led to a series of positive results, accepted as such by the society of Oradea. First of all, the percentage of illiteracy, at alarming levels at the beginning of 1920, was significantly reduced, especially in the countryside. The network of schools in Bihor County, together with intensive conference activity, supported by specialists, allowed not only the enablement of the peasantry in socio-cultural life, but also the understanding of some socio-economic and cultural phenomena that took place with an overflowing rapidity in the interwar society.

“There are strengths that are vast”

“There are strengths that are vast”

Восстановление системы школьного образования Сталинградской области после освобождения от немецко-фашистских захватчиков в 1943–1945 годах

The article highlights the peculiarities of restoring the system of school education in the Stalingrad region in the years 1943–1945 as part of the solution of the following problems: generalization of resources for the revival of the regional school network, having material and non-material nature; characterization of sources for recruiting teaching staff; the selection of causes affecting the success of general education in the region at the final stage of the war. The study showed that the task of building schools and providing them with equipment as well as educational supplies was solved mainly at the expense of local reserves and patronage assistance from the regions of the RSFSR and the republics of the USSR. One of the most effective ways of using the local labor potential has become the method of folk construction. The issue of forming the teaching staff of educational institutions was especially difficult and ambiguous in the region. One of the sources for the formation of the teaching staff was the network of pedagogical universities in the Stalingrad region, which was reviving simultaneously with the school system of education. The main breeding ground for teaching staff was short-term courses for high school students and employees at institutes for advanced training of teachers. During the recovery period, the role of the school increases in solving the everyday problems of students, the successful implementation of which directly depended on the attendance of schoolchildren at educational institutions. As a result, in 1943–1945, the foundations were laid for the further productive development of school education in the Stalingrad region in the post-war years.

Education Financing Management in Integrated Islamic Schools

This study aims to determine how the management of education financing of Integrated Islamic Schools. The research method used is a literature review. Based on the results of data analysis, it is known that the funding of Integrated Islamic School education refers to the National Education Standard (SNP) contained in Government Regulation No. 19 of 2005 Chapter IX Article 62 concerning Financing Standards and related Ministerial Regulations (Regulation No. 69 of 2009). The Foundation as the manager of an integrated Islamic educational institution, carries out management as determined by the Integrated Islamic School Network as stated in the Integrated Islamic School Quality Standards. The Foundation has limitations in financing learning and extracurricular activities and procuring infrastructure facilities. There are several types of activities in which schools are given the authority to manage finances or sources of income.

Empirical evidence of transmission over a school-household network for SARS-CoV-2; exploration of transmission pairs stratified by primary and secondary school

BackgroundChildren play a key role in the transmission of many infectious diseases. They have many of their close social encounters at home or at school. We hypothesized that most of the transmission of respiratory infections among children occur in these two settings and that transmission patterns can be predicted by a bipartite network of schools and households. Aim and methodsTo confirm transmission over a school-household network, SARS-CoV-2 transmission pairs in children aged 4–17 years were analyzed by study year and primary/secondary school. Cases with symptom onset between 1 March 2021 and 4 April 2021 identified by source and contact-tracing in the Netherlands were included. In this period, primary schools were open and secondary school students attended class at least once per week. Within pairs, spatial distance between the postcodes was calculated as the Euclidean distance. ResultsA total of 4059 transmission pairs were identified; 51.9% between primary schoolers; 19.6% between primary and secondary schoolers; 28.5% between secondary schoolers. Most (68.5%) of the transmission for children in the same study year occurred at school. In contrast, most of the transmission of children from different study years (64.3%) and most primary-secondary transmission (81.7%) occurred at home. The average spatial distance between infections was 1.2 km (median 0.4) for primary school pairs, 1.6 km (median 0) for primary-secondary school pairs and 4.1 km (median 1.2) for secondary school pairs. ConclusionThe results provide evidence of transmission on a bipartite school-household network. Schools play an important role in transmission within study years, and households play an important role in transmission between study years and between primary and secondary schools. Spatial distance between infections in a transmission pair reflects the smaller school catchment area of primary schools versus secondary schools. Many of these observed patterns likely hold for other respiratory pathogens.

Peran Mahasiswa Calon Guru MI/SDIT dalam Meningkatkan Kualitas Baca Al-Qur’an pada Mahasiswa Prodi PGMI Universitas Muhammadiyah Riau

In order to produce professional teacher candidates for public and private Madrasah Ibtidaiyah and the favorite Integrated Islamic Elementary School for PGMI student alumni, a mature strategic plan is needed in order to get maximum results. One of the plans carried out by the PGMI Study Program is to place the outcomes of its students who will become PGMI alumni in the next 4 years, whose place of service needs to be considered. Through the UMRI PGMI FGD which was attended by representatives of the Pekanbaru city ministry of religion, representatives of the Integrated Islamic Elementary School Network (JSIT) and Disdakmen representing MI Muhammadiyah Pekanbaru city. This research was conducted using pure qualitative methods. The findings show that the role of PGMI/SDIT Teacher Candidate Students in Improving the Quality of Reading the Qur'an in PGMI Study Program Students at the University of Muhammadiyah Riau include: (1) Acting as a Demonstrator as well as an Educator. (2) Acting as an Educator with a learning style to peers. (3) Serves as a Mediator and Facilitator. (4) Serve as Evaluator. (5) Playing a role in improving the quality of reading the Koran. By taking on these roles, PGMI students on the tahfizh pathway have directly participated in the success of the final exam fast program because passing tahfizh at least one juz with standard tahsin reading is one of the prerequisites for being allowed to register for the PGMI final exam.

A Human Learning Ecosystem For Our Times

Trendsetter Presentation
 This talk discusses the creation and development of The Common Ground Curriculum. The Common Ground Collaborative (CGC) is a global non-profit network of schools and individuals united in a common purpose expressed in our simple mission: Everybody Learns. We work together in schools and school systems to build an interconnected human context for learning, comprising Learning Cultures and Learning Communities. Within that human context, we create a complete, connected Learning Curriculum, framed by Five Elements that together build towards a fully coherent Learning Ecosystem, designed to provide a school with everything it needs for consistent, high-quality planning, teaching, leading and assessing for learning. We co-create with every school a shared Learning Culture supported by all learning stakeholders in an inclusive Learning Community. Within this very human context we co-create a coherent Learning Curriculum. Everything is connected. It’s a Human Learning Ecosystem for Our Times. We are flexible and friendly and radically non-bureaucratic. We don’t compromise on quality and we are guided unfailingly by our Mission, Everybody Learns and by our Principles.
 We set out to develop learning experts. Experts have a deep understanding of the central concepts of their field and the relationships among them. Experts are highly skilled in the competencies of their field. More than ever, we surely need expert human beings with strong, positive moral character. These insights led to our Definition of Learning as the consolidation and extension of Conceptual understanding, Competency and Character. Three kinds of learning, always interacting. A triple helix, the DNA of learning. W.Edwards Deming said, ‘ If you can’t explain what you are doing as a process, then you don’t know what you’re doing’ (Common Ground Collaborative, (n.d.)). We agree, so our definition focuses on the process of learning, so that it can drive the process of teaching. We provide, for each of our ‘3Cs’ , a simple, accessible, 3-stage learning/teaching process supported by a comprehensive toolkit for teachers. These processes are embedded in our Learning Modules and have field-tested, proven success in supporting deep learning.
 In this session I will talk about how schools are notoriously complex, compartmentalized and slow to change. This interactive professional learning conversation suggests that the reason we frequently fail to make sustained progress is that we tinker with the parts instead of re-imagining a new 'whole'. The Common Ground Collaborative (CGC) is co-creating change with schools all over the world by building a new, coherent Learning Ecosystem. The system is driven by 5 Questions, each of which drives the development of one key element in the system:
 DEFINE: What is learning?
 DESIGN: What's worth learning?
 DIVERSIFY: How does everyone access learning?
 DELIVER: How do we build learning cultures?
 DEMONSTRATE: How do learners provide evidence of learning?
 As we unpack this system together, we'll also be learning about how this approach builds and sustains culture, curriculum and community. In case this sounds like 'theory', the CGC is led by practitioners. Everything we discuss today is working 'in the field'. CGC is grounded in practice.
 
 Common Ground Collaborative. (n.d.). Purpose: Practices. Retrieved February 12, 2023, from https://www.commongroundcollaborative.org/purpose/practices-clone

Manajemen Strategik dalam Perencanaan Peningkatan Mutu Pendidikan di Sekolah Dasar Islam Terpadu Cordova Samarinda

This study aims to determine the strategic management of improving the quality of education in the Integrated Islamic Elementary School of Cordova Samarinda. In this qualitative study, data were obtained through in-depth interviews with school principals, vice principals for curriculum, vice principals for student affairs and teachers. Data were collected by observation, interview and documentation methods and then analyzed using an interactive analysis model. The study results show that the school has analysed internal and external factors to determine a strategic program concerning eight national education standards and the unique educational standards of integrated Islamic school networks. These standards are reflected in work programs, including extracurricular programs and personality development programs for teachers and students. These programs are evaluated through supervision activities and school meetings to achieve common goals.

A Qualitative Study of the Learning Management Experience of Grandparents in Families

본 연구는 현상학적 방법을 통해 조손가정 조부모의 학습관리 경험이 어떠한지 살펴보기 위해 수행되었다. 분석 결과, 손자녀 학습지도, 학부모로서 학교행사 참여, 손자녀의 교우관계, 학습습관 및 생활태도, 학부모 및 학교 네트워크의 5개 주제가 나타났으며, 이 다섯 가지의 주제에 따른 14가지 하위주제(손자녀 학습지도에 대한 능력 부족, 교우관계 형성 어려움에 대한 걱정, 기초학력부족에 대한 염려 등)가 도출되었다. 본 연구는 현상학적 연구를 통해 조손가정 조부모의 손자녀 양육과정에서의 학습관리 경험을 구체적으로 밝혔으며 교육적ㆍ사회적ㆍ심리정서적 지원방안을 모색하고 제안하였다는 점에서 의의가 크다. 연구결과를 토대로 시사점과 제언이 제시되었다.This study was conducted to examine the learning management experience of grandparents in their families through a phenomenological method. As a result of the analysis, five topics (learning guidance for grandchildren, participation in school events as parents, peer relationships with grandchildren, study habits and lifestyle, and school networks) appeared, and 14 sub-topics were derived according to the themes. The significance of this study is that the grandparents' experience of learning management in the process of raising their grandchildren was specifically revealed through phenomenological research, and that educational, social, and psycho-emotional support measures were proposed. Implications and suggestions were presented based on the research results.

The Implementation Of Character Education On Civics Education Subject For Inclusive Students

This study aims to determine the problems of managing inclusive education in elementary schools in Kutai Kartanegara and formulate a model of inclusive school management. Currently, there are 2400 schools that are members of the Indonesian Integrated Islamic School Network. Almost all schools in Jakarta and West Java have been asked by the government to apply the concept of inclusive education, as well as several schools in other areas that have accepted children with special needs. Various problems arise, and it is felt necessary to find a solution to these problems. In particular, this research answers the questions, namely How to Implement Character Education in Civics Subjects for Inclusive Children. This study uses a qualitative research method with a case study approach. Data was collected through interviews, study of relevant documents and FGD with 6 school leaders from 3 schools providing inclusive education.
 The results of the study explain that each inclusive child has their own advantages or learning modalities, so that the learning and management services provided by the school adapt to the child's needs. Then for educators in inclusive schools there is also no need to be afraid because teaching students with special needs already has academic qualifications and competence standards. The inhibiting factors that occur in the implementation of character education in Civics subjects for inclusive students are internal factors (from students and school management), as well as external factors (derived from government policies and the implementation of inclusive education). the efforts made by schools in the implementation of character education in Civics subjects for inclusive students are: (1) schools still labeled with special needs children, services are provided by classroom teachers and special teachers work in teams; (2) schools without being labeled with ABK, services are provided by classroom/maple teachers equipped with PLB competencies and working in permanent teams; (3) learning in class is done individually, although there are some children who have the same learning needs; and (4) multimodality-based learning with a multilevel curriculum.

Assessment of Public Services Distribution in African Urban Areas: a Cost-Benefit Analysis Based on Bid Rents from Spatial Interaction Models

The paper proposes a cost-benefit analysis of alternative school networks that are otimized to cover the territory of the central part of Huambo Municipality in Angola. Benefits comes from increases in housing prices associated with changes in employment generated by schools, evaluated by variations in values of real estate estimated by the bid-rents of a spatial interaction model using hedonic regression methods. Costs are associated with construction and functioning of schools. The more advisable school networks alternatives are the ones that optimize the coverage of the region with education services while securing individual viability of each one of the schools.

Development of Interactive Learning Media in Computer Subjects and Basic Networks in Vocational High Schools

The use of technology in the educational process is one of the aspects that influence or help fulfill a quality learning process in an effort to achieve educational goals. If the use of this technology is not carried out, there will be many difficulties encountered in the learning process which are given directly by the teacher. This will affect many aspects, such as the teacher's explanation which is difficult to accept and understand and the lack of concentration of students during the learning process because the media provided is monotonous. This study aims to develop learning media and produce valid, practical, and effective media in the subject of Basic Computers and Networks for class X Computer Engineering and Basic Networks at YAPIM Vocational School. The method used in this study is the Research and Development (R&D) method, with a four-D development model. The results obtained from this study are web-based interactive learning media. Based on the results of the study it was concluded that the developed media was declared valid on the media aspect of 86%, the material aspect with a yield of 96%. The developed media is practical with the practicality value of the teacher's response with a result of 97.92% and the student's response is 88.29%, and the resulting web-based interactive learning media is effectively used with the posttest results seen from the students' classical completeness of 100% and the gain score of 0.50 in the moderate category.