Educational Development

In this writing, I attempt to understand and present the effect of educational aid on educational outcomes in recipient countries. The main question I wanted to find an answer to, is how does multilateral aid influence educational outcomes, and what are the specific factors that donors should focus on, in order to improve the quality of education. During my research I came across many studies and evidence of multilateral agencies focusing on school enrollment rate, standardising educational aid or concentrating on specific projects. I argue that simply focusing on enrollment rate and other stand-alone projects do not result in better educational outcomes and that many aspects should be taken into consideration by donors while allocating aid to education. Educational sector is an overly sensitive field of development, where, according to empirical evidence, no universal blueprint exists. Each country and case should be treated individually in order to find tailored solutions, that can be influenced by country-specific characteristics, for instance, geography, culture or domestic institutional background and local efforts. In my research, I used reports issued by major multilateral agencies, scientific writings on country-specific outcomes and empirically proven theories by scholars to present my arguments. I draw up a comparison between two countries with completely divergent outcomes in education and different application of foreign aid to improve the sector. India was taken as a universal model for positive aid allocation to education, while in Nigeria’s case, despite the international and domestic efforts, education did not improve significantly. The main differences between the two cases are the level of domestic support, the government’s coordinative activities, aid concentration on specific factors such as infrastructure, and a special focus on targeted groups. I argue that multilateral aid allocation has to be a well-constructed decision by donors, which has to meet certain criteria in order to be effective.

The Preparing Future Faculty (PFF) initiative for graduate students was launched in the United States in 1993 as a partnership between the Council of Graduate Schools and the Association of American Colleges and Universities to prepare graduate students for faculty careers at different institutional types and to provide them with teaching‐related professional development. PFF programs have proliferated U.S. universities over the last two decades, but there has been limited research on the long‐term impact of these programs. This study at the University of Michigan examines the career paths and attitudes of graduate students who participated in an annual, intensive, five‐week PFF seminar between 2007 and 2013. The descriptive study explores the following research questions: (a) What are the career outcomes for PFF seminar participants compared with nonparticipants? (b) Does the exposure to a variety of institutional types in the PFF seminar lead to a greater appreciation of and openness to job opportunities at diverse institutions? and (c) Does the PFF seminar assist graduate students in their job searches and their chosen career paths? The results of this study contribute to our understanding of what universities can do to effectively prepare graduate students for their future careers.

This paper attempts to offer an alternative framework for assessing education delivery in South Africa. Its purpose is to develop an analytic approach for understanding education delivery in South Africa in the last 11 years and to use this framework to pose a set of strategic questions about how policy might be framed to deal with delivery. The paper begins with a quick review of the country's achievements and challenges in education and shows that a failure to produce a high quality education system remains the country's primary challenge. The broad approach that is taken is to suggest that dominant approaches for understanding this lack of performance underplay the specificity of the country's context and specifically so its apartheid legacy. This legacy, it is argued, continues to be determinative in shaping, and accounting for the character of current social behaviour in the country, including the performance of children in schools.

The effectiveness of education programmes, including comprehensive sexuality education (CSE), to address gender-based violence in schools is under increasing scrutiny. Explanations for the persisting challenges with these programmes have so far typically pointed towards ‘culture’. Drawing on a qualitative case study in Ethiopia, this paper analyses the relations between gender-based violence and culture, as it is presented in CSE. It reveals that uncritical conceptions of tradition and modernity, as well as ‘good’ and ‘bad’ cultures in CSE, fail to address and discuss gender relations and patriarchy as the root causes of gender-based violence. This enhances the vulnerability of young women and the reduces the effectiveness of CSE in addressing gender-based violence.

The central aim of this study was to test a model that integrates determinants of educational computer use. In particular, the article examines teacher and school characteristics that are associated with different types of computer use by primary school teachers. A survey was conducted, involving 527 teachers from 68 primary schools. A separate questionnaire was administered to ICT coordinators from the same schools to gather additional information about cultural and contextual school characteristics. The combined impact of both teacher and school characteristics was explored through a multilevel analysis. Besides the importance of school characteristics, the results point to differential effects on specific types of computer use.

The purposes of this research study were to develop solving-problems in science learning approach with the <em>Problem-Based Learning</em> (PBL) instructional lesson plans to enhance students' learning achievements and their solving-problem abilities in science with the efficiency of the processing performances and the performance results (E<sub>1</sub>/E<sub>2</sub>) at the determining criteria as 80/80, students' learning achievements of their post assessing test and the criteria learning outcomes at 80% with the PBL, and students' solving-problem abilities and the criteria learning outcomes at 80% with the PBL toward science were compared, and to associate between students' learning achievements and their solving-problem abilities with the PBL was analyzed. Administrations with a sample size which consisted of 48 lower secondary educational students at the 9<sup>th</sup> grade The aims of this research study were 1) ...

International consensus on education priorities accords an important place to achieving gender justice in the educational sphere. Both the Dakar 'Education for All'goals and the Millennium Development goals emphasise two goals, in this regard. These two goals are ...

This study explores the effectiveness of a game-based mobile learning model for children living in underdeveloped regions with significant contextual variations. Data for this study came from a total of 210 children between the ages of 6–14 years old from six marginalized communities in India. The findings reveal that children with little or no previous exposure to technology were able to not only figure out the given mobile learning technology, but also solve a series of incrementally challenging problems by playing math games without specific intervention or instruction by adults. The study also found that various factors, including gender and group size, do affect children's ability to adopt and learn while presenting a unique set of learning interaction patterns. This paper concludes with specific recommendations for future ICT4D (Information and Communication Technology for Development) projects for educational development particularly targeting developing regions.• We implemented mobile math learning games in underserved communities in India. • We examine various patterns of mobile learning behaviors among underserved children. • Socioeconomic strata significantly influence technology adoption and learning pace. • Gender and group formation also affect children's ability to learn with technology.

"Elinizdeki bu kitap, sosyal psikolojinin konularını en geniş kapsamıyla ele almakta, klasikleşmiş deneysel ve saha araştırmalarını en güncel bilimsel çalışmalarla harmanlamaktadır. Bu bakımdan, akademisyen ve öğrencilerin yararlanabileceği eşsiz bir kaynaktır. Kitapta, sosyal psikoloji konuları bölüm bölüm ele alınmıştır; ilgili kavram, terim, kuram ve araştırmalar aktarılırken her bölüm kendi içinde bir bütünlük arz edecek şekilde akıcı bir öyküsel kurguyla ve dille yazılmıştır ayrıca bu kitap; tarihsel olaylarla, edebî ve felsefi metaforlarla zenginleştirilmiştir.
Ayrıca bu kapsamlı çalışma, sadece bilimsel bir disiplinin temel konularını okuyucuya aktarmakla kalmamakta, aynı zamanda savaş, açlık, çevre gibi gerçek dünya sorunlarının sosyal psikolojik boyutlarıyla ilgili çözüm önerileri de getirmektedir. Bu bakımdan elinizdeki kitap yalnızca bir ders kitabı değil, aynı zamanda sosyal psikolojiye ilgi duyan herkesin merakla okuyabileceği bir kitaptır."

Since the end of World War II, a distinct community of organizations has emerged in high-income countries to promote `development' in the low-income countries of Africa, Asia, and Latin America. This paper examines some of the effects of these organizations and the professionals they have produced on international educational norms and conventions, as typified by the 1990 World Conference on Education for All. I suggest that organizational variables, such as professionalism and resource dependence, rather than nation-state interests and dominance alone, explain the standardization of Western models of mass education in international conventions and declarations.

There are a number of reform initiatives underway in Turkey but some of these, which are concerned with curricular and structural changes, have encountered serious difficulties. This paper begins with a brief summary of school effectiveness and school improvement research guiding many educational reforms. It then gives some information about school demographics in Turkey, and the country's performance in some international benchmarking studies. It continues with the shifts introduced as a result of recent curricular reorganisation in Turkey and, subsequently, with various issues related to their implications. Finally, the efforts to legislate some structural changes and the major controversies arising are presented.

This research was intended to develop a model for assessing the parallel educational management under the Office of the Basic Education Commission (OBEC). To administer of the research procedure in four phases that were conducted by the research process and followed as R&D research technique. The first phase has analyzed the concepts of education and evaluation of education parallel, under the OBEC and interviews of nine personnels with those involved of parallel education management. The second phase has created a parallel evaluation of education for assessing the academy schools under the OBEC. The third phase has trial evaluation model into three schools of education had a parallel educational management whereas were facing a different size small, medium and large. The fourth phase has developed the assessment model by the tools that based on the Evaluation of Standards Development Committee to evaluate educational standards with a sample size of 9 personnels who were the evaluators of the experiment involving assessment. It has found that: the concept of learning management and assessment of parallel educational management in the OBEC from textbooks, academic papers, the research reports showed that the components used in the evaluation of parallel education major has five components, such as; the principle of parallel structures, curriculum and learning and teaching, and a graduate of quality assurance. The assessment model consists of six components of the basic education forms were composed as the main concepts of evaluation, the purpose of the assessment, the evaluation focused on how to assess the evaluation, and assessment criteria. In terms of the results take the form of assessment of this experimental model used to evaluate the standard of parallel education study of the OBEC between schools with different sizes, the results showed on five standards that included of; the standard of education in parallel, standards curriculum, standard of teaching and learning, standard course, and standard of quality assurance. A quality level, all very standard and metric, and the trial found no problems in the form of assessment. The assessment model assesses the parallel education of schools under the OBEC were at the highest level all on four scales, such as Possibilities scale (x = 4.74, S.D. = 0.51), Appropriation scale (x = 4.63, S.D. = 0.49), Accuracy scales (x = 4.61, S.D. = 0.51), and Utility scale (x = 4.54, S.D. = 0.51), respectively.