Suchergebnisse

Purpose: The purpose of this paper is to understand the policy instruments mix in higher education research and development (HERD) using structural equation modeling. This modeling helps us to understand the total structure of the factors affecting the policy mix as well as its main actors in a political system. Design/Methodology/Approach: Thirty two identified actors (official institutions) through upstream documents were designed by the method of social network analysis in the form of a political network and their role in policy instruments mix was investigated through their amount of centrality in the network. Also, indicators affecting policy instrument mix were identified using the view of 13 Iranian higher education policy experts. These indicators were categorized in the form of causal, contextual, intervening factors, main phenomena, mechanisms and outcomes. Structural equation modeling was used to confirm the model. Findings: According to the results, the lack of policy logic is the main reason for the lack of justice in the policy instruments mix. Choosing a logic or theory of justice that is the basis of all the instruments in research and development decisions can lead to the integration of concepts and instruments mix. Practical Implications: There is no doubt that the dominant range of thought can have a greater impact on politics in any state, but choosing observers from other aspects of thought will always lead to more effective policies. Originality/Value: How to form policy instruments mix in policymakers' mind has not been investigated in any study so far, and this study explores the indicators governing policy instrument mix. ; peer-reviewed

BACKGROUND: The need to align the range of guidance and competencies concerning children's palliative care and develop an education framework have been recommended by a UK All-Party Parliament Group and others. In response to these recommendations the need for a revised children's palliative care competency framework was recognized. A Children's Palliative Care Education and Training Action Group, comprising champions in the field, was formed across UK and Ireland in 2019 to take this work forward. Their aim was to agree core principles of practice in order to standardize children's palliative care education and training. METHODS: Over four meetings the Action Group reviewed sources of evidence and guidance including palliative care competency documents and UK and Ireland quality and qualification frameworks. Expected levels of developing knowledge and skills were then agreed and identified competencies mapped to each level. The mapping process led to the development of learning outcomes, local indicative programme content and assessment exemplars. RESULTS: Four sections depicting developing levels of knowledge and skills were identified: Public Health, Universal, Core, Specialist. Each level has four learning outcomes: Communicating effectively, Working with others in and across various settings, Identifying and managing symptoms, Sustaining self-care and supporting the well-being of others. An audit tool template was developed to facilitate quality assurance of programme delivery. The framework and audit tool repository is on the International Children's Palliative Care Network website for ease of international access. CONCLUSIONS: The framework has received interest at UK, Ireland and International launches. While there are education programmes in children's palliative care this is the first international attempt to coordinate education, to address lay carer education and to include public health.

BACKGROUND: The need to align the range of guidance and competencies concerning children's palliative care and develop an education framework have been recommended by a UK All-Party Parliament Group and others. In response to these recommendations the need for a revised children's palliative care competency framework was recognized. A Children's Palliative Care Education and Training Action Group, comprising champions in the field, was formed across UK and Ireland in 2019 to take this work forward. Their aim was to agree core principles of practice in order to standardize children's palliative care education and training. METHODS: Over four meetings the Action Group reviewed sources of evidence and guidance including palliative care competency documents and UK and Ireland quality and qualification frameworks. Expected levels of developing knowledge and skills were then agreed and identified competencies mapped to each level. The mapping process led to the development of learning outcomes, local indicative programme content and assessment exemplars. RESULTS: Four sections depicting developing levels of knowledge and skills were identified: Public Health, Universal, Core, Specialist. Each level has four learning outcomes: Communicating effectively, Working with others in and across various settings, Identifying and managing symptoms, Sustaining self-care and supporting the well-being of others. An audit tool template was developed to facilitate quality assurance of programme delivery. The framework and audit tool repository is on the International Children's Palliative Care Network website for ease of international access. CONCLUSIONS: The framework has received interest at UK, Ireland and International launches. While there are education programmes in children's palliative care this is the first international attempt to coordinate education, to address lay carer education and to include public health.

Historially two salient features characterized the educational system. It was racially segregated and education for the African majority was largely for exploitation. In this paper, I will review the main features of the educational system in colonial Zimbabwe; the legacy of that system and what the new African Government proposes to do to change it to fit the needs of the new Zimbabwe. The 1899 Education Ordinance had set up two separate systems of education, one for Whites and the other for Blacks. The Ordinance left African education entirely in the hands of Christian missionaries with the government giving small grants to mission schools, provided that these schools were kept open for a minimum of four hours a day, of which not less than two hours were to be devoted to industrial training.

The issue of trust in science has come to the fore in recent years. I focus on vaccines, first looking at what is known about trust in vaccines and then concentrating on whether what science education teaches about vaccines can be trusted. I present an argument to connect the phenomenon of vaccine hesitancy to the issue of trust and then argue for what an education about vaccines in school science might look like that takes seriously the notion of respect for students, including students who hold views about vaccination with which science teachers might disagree. Trust in others (people and institutions) varies greatly, both between countries and within countries, and depends on the characteristics of both trustor and trustee, and there are great differences in the extent to which people trust vaccines. However, it is a mistake to think that people who do not trust vaccines are simply ill-informed. There are a range of reasons for rejecting what is often an unexamined narrative about vaccines, namely that vaccines are always desirable. Many people come from communities that have sound reasons for being suspicious of what they are told by governments, business and the medical establishment. COVID-19 and earlier reactions to vaccination health scares show how important high-quality education about vaccines is. Much of that education can take place out of school, but the foundations are laid in school. Vaccine rejection and hesitancy have major global public health implications. Good quality vaccine education should help students understand about relevant biology and the nature of science; it should also be respectful of all students, including those who come from families that reject vaccines or are hesitant about them.

A summary of an earlier version of this booklet was presented as an article in Vol. 29, No. 7 (1998) of the International Journal of Educational Research

Investing in community colleges is a central part of the Biden administration's education agenda, with the goal of strengthening America's middle class and opening the benefits of education to all Americans. CCRC has conducted 25 years of research on how community colleges can more effectively educate students and set them up to successfully transfer to a four-year college, launch a family-sustaining career, or upskill to get a better job. Our research has led to the conclusion that systemic, whole-college reform is needed to reach all students and to help many more of them reach their goals. Guided Pathways is a comprehensive reform approach whereby community colleges fundamentally redesign their programs and support services in ways that create clearer, more educationally coherent pathways to credentials with strong labor-market value. It is currently being implemented by hundreds of colleges across the country. Guided Pathways is not an intervention but rather a framework that the federal government, states, and colleges can use to strengthen community colleges and improve student outcomes. In this brief, we explain what Guided Pathways is, why we think it has promise, what it costs, and how it can help improve student success on a large scale and thus grow a stronger, more prosperous, and more inclusive middle class.