Student Funding Research Articles

SISTEM PENDUKUNG KEPUTUSAN CALON PENERIMA DANA BANTUAN SISWA MISKIN (BSM) MENGGUNAKAN METODE MULTI-OBJECTIVE OPTIMAZION ON THE BASIS OF RATIO ANALYSIS

<p><strong>Abstract :</strong><em>.</em> <em>Poor student assistance funds are assistance given to students from underprivileged families to be able to carry out learning activities at school. This assistance provides opportunities for students to pursue higher-level education.</em></p><p><em>This program aims to enable students from underprivileged groups to continue their education at school. In addition, it also aims to reduce the number of students dropping out of school due to problems with education costs.</em></p><p><em> The system used by the school still uses Microsoft Excel. In previous research, there was a system that implemented several methods to help the SMK UNTUNG SURAPATI school in determining the receipt of aid funds for poor students. To assist the SMK UNTUNG SURAPATI in selecting the recipients of funds for poor students, a web-based decision support system was created. The method used is the moora method (Multi – Objective Optimization On The Basis Of Ratio Analysis). The moora method is implemented on the system to be built. The application of the moora method requires a weighting of each criterion.</em></p><p><em>With the MOORA method, reports on aid funds for poor students that were previously standard and unstructured have turned into structured and directed so that the SMK UNTUNG SURAPATI schools that use this application can get a view to select students who are entitled to the assistance based on the highest score results.</em></p>

Unpacking the Principal Strategies in Leveraging Weighted Student Funding

Weighted student funding (WSF) systems have been implemented in various countries to give schools more autonomy over how to allocate their funding. School principals use funding to maintain school operations and foster innovation for achieving educational goals. However, despite the importance of this process, scholarly research has largely overlooked how principals make decisions about allocating their financial resources. Accordingly, this study seeks to provide practical insights into the strategies used by one school by highlighting their staff’s perceptions about using their WSF to maintain school operations and spur innovation. Using a case study approach, we investigated a principal who effectively used a school’s WSF to transform a failing school into an innovative one. The findings revealed that the principal strategically implemented financial management mechanisms in a way that inspired teachers to consider more profoundly how a school’s WSF can help achieve educational goals. The principal fostered consensus on the school’s direction, encouraged innovation through hands-on experiential learning and strategic planning, and facilitated funding for innovative teachers by guiding proposal development. In the final section of this article, insights into the shifting cultural and practical landscape of financial resource utilization within schools are discussed.

Pemesanan Paket Wisata Tour And Travel Berbasis Android Menggunakan Metode Object Oriented Analysis And Design (OOAD)


 This research aims to improve and implement a Management Information System for a website-based student funding application service at Nahdlatul Ulama Al Ghazali University (UNUGHA). The aim of creating Simpelmas is to increase the efficiency and effectiveness of the student service process by the Unugha Student Affairs Bureau. Especially services for applying for student funds. This research uses an Agile Development method approach as a system development method. Based on the results of the analysis of the proposed information system, Simpelmas was designed and developed using the Laravel Framework, using the PHP programming language, and using the MariaDB database. Simpelmas includes features for applying for operational funds and activity funds, as well as features for submitting submission results reports, archiving student funds, managing student organization annual funds, and managing student organization data. Apart from that, this system also provides an interface for admins to easily access and update organizational data and student activity funds. Testing of this system was carried out using the Blackbox Testing method. The test results show that Simpelmas can help improve efficiency and quality of service in applying for student funds at Nahdlatul Ulama Al Ghazali University. Users can easily access information, go through the application process and submit activity reports. In conclusion, it is hoped that Simpelmas can prove its benefits in increasing the effectiveness of the student service process. Future research could further develop this system by adding new features and testing it to make it a better website.

Outcomes from Professional Experience Provision for Students Through Media Development and Special Hybrid Event During Covid-19 Pandemic

This research was aimed to provide professional experience to students, to develop and examine the quality of media development and special hybrid event during Covid-19 pandemic, to evaluate the perception, and the satisfaction of the sampling group towards media and special hybrid event during Covid-19 pandemic. The tools in this research consisted of 1) an interview schedule for students regarding professional experience provision, 2) media and special hybrid event during Covid-19 pandemic, 3) evaluation forms for quality of contents and media presentation and activities, 4) a perception evaluation form, and 5) a satisfaction questionnaire for the sampling group regarding media and special hybrid event during Covid-19 pandemic. The data were collected from 30 fourth-year undergraduate students from the Department of Educational Communications and Technology who enrolled in the ETM 361 Presentation Skill II course and participated in the project to raise funds for students with financial hardship in the Faculty of Industrial Education and Technology. They were chosen using purposive sampling method. The statistical methods were percentage, mean score, and standard deviation. The findings were as follows: after the professional experience provision for students,and interview them, such experience helped students gain skills in planning, problem solving, and teamwork. Therefore, the training in this course could really provide quality professional experience to students. With regards to media development and special hybrid event during Covid-19 pandemic, this research followed the ADDIE Model which consists of 5 steps as in Analysis, Design, Development, Implementation and Evaluation. The expert panels then evaluated the quality. It was found that the quality of contents was at a very good level (x = 4.77, S.D. = 0.42) and that the quality of media presentation and activities was at a very good level (x = 4.76, S.D. = 0.45). The perception and the satisfaction of the sampling group regarding the media development and special hybrid event during Covid-19 pandemic was at the highest level (x = 4.79, S.D. = 0.45), (x = 4.76, S.D. = 0.45). Therefore, the professional experience provision for students through media development and special hybrid event during Covid-19 pandemic was of good quality.

The Construction and Realization of the Precise Funding Platform for Impoverished Students in Colleges and Universities Driven by Computer Intelligence Technology

At present, the state’s financial aid for students from financially disadvantaged families is increasing, and the number of students receiving financial aid is also increasing substantially. Poor students have to run back and forth to submit various materials while busy with their own studies, which causes a lot of inconvenience to students and teachers. The development of the poverty-stricken student precision funding platform frees teachers from tedious and low-end work and engages in core affairs, which improves the overall efficiency of school affairs and the controllability of information. In this context, this paper uses computer intelligence technology to realize the construction of the precise funding platform for impoverished students in colleges and universities (CAU) and completes the following tasks: (1) the research status of precise funding for impoverished students in CAU at home and abroad is introduced. (2) The SSI frame structure diagram of the funding information management platform is designed and the specific function description and detailed design of the relevant modules are given. (3) The module function test and system function test of the platform designed in this paper are completed through experiments. The results show that the system is very stable, and the functions are perfectly realized.

Analysis of financial challenges faced by graduate students in Canada.

Graduate students are vital to the creation of research and innovation in Canada. The National Graduate Student Finance Survey was launched in 2021 by the Ottawa Science Policy Network to investigate the financial realities of Canadian graduate students. Closing in April 2022, the survey received 1305 responses from graduate students representing various geographical locations, years of study, fields of education, and demographic backgrounds. The results capture a snapshot into graduate student finances, including an in-depth analysis of stipends, scholarships, debt, tuition, and living expenses. In its entirety, we found that the majority of graduate students are facing serious financial concerns. This is largely due to stagnant funding for students both from federal and provincial granting agencies and from within their institutions. This reality is even worse for international students, members of historically underrepresented communities, and those with dependents, all of whom experience additional challenges that impact their financial security. Based on our findings, we propose several recommendations to the Tri-Council agencies (Natural Sciences and Engineering Research Council, Social Science and Humanities Research Council, and Canadian Institute for Health Research) and academic institutions to strengthen graduate student finances and help sustain the future of research in Canada.

Evaluating curriculum for student funds of knowledge: A review of project WET 2.0

Environmental education programs have been shown to produce numerous positive outcomes for participants. However, literature also shows that imbalances may exist regarding the distribution of those outcomes and discrepancies related to affordance of benefits to diverse populations; in some instances, those discrepancies do not simply lack inclusion, but perpetuate the exclusion of certain individuals. While there are likely many factors and potential solutions related to this discrepancy, a closer look at student funds of knowledge within learning context may provide insight regarding program modifications. Incorporating student funds of knowledge within a learning experience has been shown to benefit learners and support more meaningful experiences. The present paper presents an evaluation tool designed to measure the extent to which a curriculum incorporates student funds of knowledge. Further, we demonstrate the use of this evaluation tool through the examination of an existing curriculum: Project WET 2.0. The curriculum provided limited opportunities to incorporate student funds of knowledge. Students participating in Project WET 2.0 may not experience the benefits associated with incorporating student funds of knowledge including stronger connections between outside worlds and classroom content.

Cross-country Relationships Between Student Funding Policies and Student Labour

Cross-country Relationships Between Student Funding Policies and Student Labour

Oral 'Board Style' Examination for Surgery Clerkship.

Evaluating medical students during surgical clerkships relies on multifactorial methods of evaluation. Clinical evaluations, combined with standardized multiple-choice exams, are often the foundation of evaluation highlighting the challenge of combining subjective and objective measurements. Oral board exams are standard amongst medical certification and employ an additional element to evaluate students more holistically. Course evaluations from years that incorporated an oral board exam were compared to a year that omitted the exam. We found course satisfaction was higher in the years that included the oral exam (3.25 /5) than years without the oral board exam (3/ 5). The oral exam adds a novel element to the evaluation of a medical student that allows for a comprehensive understanding of a student's fund of knowledge and helps prepare them for future board certifications. Because students have an opportunity to demonstrate knowledge in a standard, more comprehensive format, they have higher satisfaction with the course.

Dankesis Fund Management (Student Welfare Fund) to realize Studet Well-being at Prawira Marta Kartasura High School

The purpose of this study was to find out the management of funds, accountability, and the benefits of Dankesis at Prawira Marta Kartasura High School. Dankesis is used for all student activities both for participating in competitions outside of school or for activities made by the students themselves. To support student welfare, it is necessary to have activities that make students happy while at school. The student fund planning is designed by the school principal and deputy of the school. This type of research uses qualitative by taking real data from the school. The data were obtained from interviews and observations at the school.

Teacher Strategy SMPN 2 Pacet Mojokerto To Improve Student Learning Motivation

The purpose of this study was to find out the management of funds, accountability, and the benefits of Dankesis at Prawira Marta Kartasura High School. Dankesis is used for all student activities both for participating in competitions outside of school or for activities made by the students themselves. To support student welfare, it is necessary to have activities that make students happy while at school. The student fund planning is designed by the school principal and deputy of the school. This type of research uses qualitative by taking real data from the school. The data were obtained from interviews and observations at the school.

Ontario Special Education Funding: How Is It Determined?

Approximately 12.5 % of the overall education funding, the special education grant increased from $1.6 billion in 2002-03 to $3.2 billion in 2020-21. For equity and inclusion, demands to increase the special education funding continue. Students with exceptionalities are at risk of lower achievement. All schools must provide special education programs. However, there has been no study investigating the special education grant per se. The purpose of this study is to examine how the special education grant for elementary and secondary students with exceptionalities in Ontario, Canada, is determined. The research questions are: How is the special education grant determined? How is funding for different exceptionalities determined? Document analysis is the main method for this study, but the author has also contacted the Ministry of Education for information not available through open documents. This article reviews funding information since 1998 and indicates that the special education grant increases almost annually. It is decided with a variety of mechanisms with six components. Three are determined mainly by total enrollment and three are determined mainly by claimed cases for different exceptionalities. The article helps us understand how the special education grant is determined, informing the discussion on policies of funding for students with exceptionalities.

Misrepresented Funding Gaps in Data for Some States

This brief describes how several commonly used per-pupil funding measures derived from federal data include passthrough funding in the numerator but exclude students attached to this funding from the denominator, artificially inflating per-pupil ratios. Three forms of passthrough funding for students not educated by the school district where they reside are included in district-level funding totals: payments to private schools (V91), payments to charter schools (V92), and payments to other school systems (Q11). We illustrate this error in Pennsylvania and New Jersey and use data from all 46 impacted states to show how racial and economic funding gaps are understated as a result.

Analisis Efektivitas Program Penyaluran Dana Zakat untuk Beasiswa Bagi Siswa/Mahasiswa Muslim yang Kurang Mampu pada Baznas Kota Pematangsiantar

This study aims to analyze the effectiveness of the zakat fund distribution program for scholarships for students or Muslim students or Muslim women who are less fortunate at BAZNAS Pematangsiantar City. This method uses a qualitative and quantitative approach. The results of this study show that the distribution of zakat funds for underprivileged students has been running effectively, according to several benchmarks of effectiveness. Even though there are still deficiencies in channeling zakat funds, the current method carried out by the BAZNAS of Pematangsiantar City is quite right on target for students in Pematangsiantar City.
 Keywords: Scholarship, Effective, and zakat

Student funding: The case of disabled students in South African higher education

Student funding: The case of disabled students in South African higher education

Higher Education funding, Justice and Equity - Critical Perspectives

How governments choose to fund students in higher education (HE) is inextricably linked to the sector’s sustainability and efforts to achieve a just and equitable HE experience and outcomes for all students. The way funding mechanisms are structured and subsequently enacted within the university, has far-reaching consequences, with the implications reaching far beyond the walls of the institution (Shermer, 2021). In the context of austerity, marketisation, credentialisation and related neoliberal conceptions of education and society, student funding models have greatly transformed the sector and its role in enabling or hindering efforts to achieve a more just and equitable society (Quinlan, 2014). However, despite well-intentioned global and national-level policy commitments to achieving justice and equity in and through HE, the persistent effects of geography, race, wealth, gender, and class-based disparities in patterns of access, participation and attainment rates have undermined the idea of HE as a vehicle for just and equitable futures and transformation (Boliver, 2017). Higher education institutions globally find themselves at a crossroads of trying to maintain their core purpose as a public good on the one hand and compliance with global neoliberal policies, which are foundational to the modern university on the other. The tension between these contested and seemingly contradicting paradigms is made visible in how universities respond to issues of inclusion, equity and in how and what they choose to fund.

Setting Universities Free: How to Deliver a Sustainable Student Funding System

Setting Universities Free: How to Deliver a Sustainable Student Funding System

Funds of Knowledge at San Basilio de Palenque : A path for preserving its identity

This case study examines how teachers preserve and foster the funds of knowledge students bring to school in the Palenque community. Data were collected using the funds of knowledge Matrix instrument, open-ended questions, interviews, and participant observation. An analysis of data was done using a domain analysis process, a category of cultural meanings. The findings included the creation of three new categories: ethnobotany, Kuagros, and Kulum. The study identified teachers' educational practices that fit the culturally relevant/responsive profile. These involve rethinking curriculum, instruction, what funds of knowledge are and a more ethnographic approach to education.

Loans and Scholarships in Africa’s Higher Education Finance: A Comparative Analysis of Capitation, Policy and Recoveries in Eleven Countries

This article is a comparative analysis on financing of higher education in eleven African countries; Botswana, Ghana, Kenya, Lesotho, Malawi, Namibia, Rwanda, South Africa, Tanzania, Uganda, and Zambia. Existing trends and practices on loans and scholarships in relation to capitation, policy and recoveries were compared in the eleven countries that were also member state countries to the Association of the African Higher Education Financing Agencies (AAHEFA). Data was collected at the 2019 AAHEFA conference held in Lusaka, Zambia, where eleven chief executive officials or their representatives from country loans and scholarship related institutions shared comprehensive reports related to funding of higher education in the eleven countries. The data collected was analysed thematically. The article shows that the eleven African countries shared several similarities and differences ranging from management structures, education prioritization, capitation, recovery methods and policies. High demand for student funding against limited resources and loan recovery methods were among the emerging similarities. The differences included variations in funding patterns, policy differences among funding agencies and nebulous management structures. It argues that since most of these loans boards are in their infancy, they needed to learn very fast on how to manage granting and recovery of loans.

Implementation of UN Convention on the Rights of Persons with Disabilities in public and private schools in three districts of Uganda.

The study was grounded in the recent developments of implementing the United Nations Convention on the Right of Persons with Disabilities (UNCRPD) in schools in Uganda, leading to a renewed interest in the questionings about inclusive education. The inclusive approach was evaluated in terms of: (1) how public or private schools in Uganda understand inclusive education; (2) how schools implement inclusive education under the influence of the UN Convention; and (3) what determines the course of action and school routine of private and state schools. This exploratory qualitative research included interviews with six schools purposively selected in Mukono, Wakiso and Kampala districts of Central Uganda. The selected schools comprised three private and three state schools (i.e. representing primary and secondary schools and a vocational training institute). The research demonstrated that 'inclusive education practice' that was upheld by all the schools, was ironically stained with exclusion, for example, by non-admission of students with visual and hearing impairment, inaccessible physical environment, inadequate funding and separation of students according to abilities. However, whilst all schools followed the regular curriculum, some schools developed their own ways of teaching learners with diverse learning needs. Some schools in Uganda have developed meaningful approaches of including students with disabilities but there are still many challenges for many. Enforcing Uganda's disability policies adapted from the CRPDs could enable learners with disabilities to enjoy their legal rights. Since the intention of inclusion of students with disabilities stands in contrast to the reality of practice found in many schools, there seems to be a need to carry out regular assessments and measures of support for a sustainable inclusive school development.