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31. Attitude of Students of Gedu College of Business Studies Towards Reading Dzongkha

Author:
Chencho Wangchuk
Publication Date:
11-2020
Content Type:
Journal Article
Journal:
Journal of Bhutan Studies
Institution:
Centre for Bhutan & GNH Studies (CBS)
Abstract:
This study examined the attitude of Gedu College of Business Studies towards reading Dzongkha, their reading choice between Dzongkha and English, and attitudinal difference between the two groups. Descriptive analysis of the survey responses found respondents’ attitude positive towards reading Dzongkha. No statistically significant attitudinal difference was observed between the two groups, however. In contrast to their positive attitude towards reading Dzongkha, majority of the respondents’ preferred choice of reading was English owing to reasons such as access to and availability of reading materials, employability, and its widespread usage as a lingua franca. The mismatch observed between attitude and reality implies a need to increase both accessibility and availability of Dzongkha reading resources in school libraries. One way to fulfil them could be reintroduction of teaching subjects such as environmental studies and Bhutan history in Dzongkha. Enforcing a requirement to produce Dzongkha proficiency test results, like the ones in English, for any scholarship and employment purposes could possibly increase usage and assist in promoting Dzongkha as the national language. Otherwise, excessive usage of and reliance on English may result in loss of Bhutan’s ethno-linguistic and socio-cultural attributes which are symbolisms of her sovereignty.
Topic:
Education, Sovereignty, Culture, Language, and Students
Political Geography:
Bhutan

32. The North Korea Nuclear Deal: Our Students Did It

Author:
Micheline Calmy-Rey and Marc Finaud
Publication Date:
08-2019
Content Type:
Working Paper
Institution:
Pacific Forum
Abstract:
There is no end in sight to the North Korean nuclear problem. And yet a group of international students in Geneva, Switzerland, have sketched out the contours of a possible deal. Their work, which describes mutual concessions and when/how they should be implemented, offers each of the concerned parties some helpful ideas on how to achieve a much-needed agreement.
Topic:
Treaties and Agreements, Nonproliferation, Denuclearization, and Students
Political Geography:
North Korea

33. Time-Use and Academic Peer Effects in College

Author:
Nirav Mehta, Ralph Stinebrickner, and Todd Stinebrickner
Publication Date:
06-2018
Content Type:
Working Paper
Institution:
Centre for Human Capital and Productivity (CHCP), Western University
Abstract:
This paper examines academic peer effects in college. Unique new data from the Berea Panel Study allow us to focus on a mechanism wherein a student’s peers affect her achievement by changing her study effort. Although the potential relevance of this mechanism has been recognized, data limitations have made it difficult to provide direct evidence about its importance. We find that a student’s freshman grade point average is affected by the amount her peers studied in high school, suggesting the importance of this mechanism. Using time diary information, we confirm that college study time is actually being affected.
Topic:
Economics, Human Capital, Higher Education, Students, and Productivity
Political Geography:
Global Focus

34. Students’ opinions about the subject of Security Education in upper secondary schools

Author:
Barbara Drapikowska
Publication Date:
12-2018
Content Type:
Journal Article
Journal:
Security and Defence Quarterly
Institution:
War Studies University
Abstract:
The article is empirical and constitutes a qualitative analysis of students’ attitudes towards the implementation of the subject of Security Education in upper secondary schools to which they attended. The research attention was focused on the form of conducting classes, issues raised on the subject, assessment of their usefulness and proposals for improvements presented by students. The self-assessment of self-attitude towards the subject and level involved in the acquisition of the core curriculum was also presented.
Topic:
Security, Education, Students, Qualitative Research, and Teaching
Political Geography:
Global Focus

35. Military education for students within the framework of the Academic Legion: A pilot project

Author:
Przemysław Wywiał
Publication Date:
12-2018
Content Type:
Journal Article
Journal:
Security and Defence Quarterly
Institution:
War Studies University
Abstract:
The paper presents assumptions about the new model of military training for students within the framework of the Academic Legion. It also discusses the traditions of military training of students and graduates in the Second Polish Republic and following the transformations of 1989, with special focus on the tradition of the Academic Legion. Furthermore, it examines assumptions about the pilot project of military training of students that was implemented in the academic year 2017/2018 and highlights the training curriculum for the theory course and for the practical military drills during holidays.
Topic:
Education, Armed Forces, Training, Students, and Military
Political Geography:
Europe and Poland

36. Views of Non-Formal Education in Egypt

Publication Date:
04-2018
Content Type:
Special Report
Institution:
Arab Barometer
Abstract:
Egyptians are deeply concerned about the state of education in their country. The vast majority are dissatisfied with the current education system as well as government efforts to improve it. Perhaps as a result, most are worried that there is no possibility to provide their children with a good education. This combination means that youth non-formal education (NFE) programs hold a unique opportunity to yield significant gains in the academic achievement of students in Egypt in the near-term. However, if such programs are to address both the perceived weaknesses of the Egyptian education system and the concerns of the population, issues like cost, which limit participation, must be seriously considered. Across all demographics, cost is overwhelmingly cited as the biggest barrier to participation. The prevalence of programs organized by private institutions only exacerbates this challenge. In addition, programs must account for demographic differences. At present, the majority of youth who participate in NFE programs come from families with higher incomes, higher education levels and who live in urban areas. Expanding opportunities for accessing youth NFE programs requires special focus on targeting Egyptians who reside in rural areas, who have incomes below the median, and whose tend to have lower levels of education. Non-formal education programs provide unique potential for bridging the gap between the existing education system and what increasing educational opportunities for the country’s youth. However, careful consideration must be given to the types of programs most likely to be successful in the Egyptian context. Although youth NFE programs tend to be viewed positively across the country, a substantial portion of Egyptians are either unaware of such programs or do not look upon them favorably. Moreover, programs should target job-related skills as Egyptians consider these the most useful. NFE programs should be promoted to potential participants with this consideration in mind.
Topic:
Demographics, Education, Public Opinion, Higher Education, Academia, and Students
Political Geography:
Middle East, North Africa, and Egypt

37. Views of Non-Formal Education in Morocco

Publication Date:
04-2018
Content Type:
Special Report
Institution:
Arab Barometer
Abstract:
Few Roughly half of Moroccans are dissatisfied with their country’s formal educational system, but, relatively speaking, Moroccans are more satisfied with the state of the formal education system than they are with other government-provided services such as health care. Nevertheless, findings from the Arab Barometer public opinion survey reveal there is significant concern about the effectiveness of the government’s efforts to address educational needs. Moreover, they also show that most Moroccans worry about the ability to provide children with a quality education. Given these sentiments, supplementary programs outside the formal system could play a role in improving educational outcomes in Morocco. At present, very few Moroccans participate in youth non-formal education (NFE) programs. However, among those who live in a household that includes a participant in such a program, levels of satisfaction are very high. Meanwhile, among households without a participant, a sizable minority hold a negative perception of these programs. Thus, it appears that participation and the perception of such programs are linked. Likely, if more Moroccan youth took part in such programs, views of NFE programs would improve in the Kingdom. Overall, the most salient barrier to participation is cost, meaning any efforts to increase participation must address the affordability of non-formal education programs. The types of NFE programs that are most preferred by Moroccans are those that provide youth with practical and tangible skills related to career development. However, citizens also appear open to programs that promote skills in critical thinking. For example, survey results show that Moroccans across all demographic backgrounds prefer an educational system that stresses critical thinking over one emphasizing rote memorization. While there remain a number of important barriers to consider in designing non-formal education programs focused on teaching these skills, such programs have potential to successfully address many of the needs of Moroccan youth.
Topic:
Education, Public Opinion, Higher Education, Academia, and Students
Political Geography:
Middle East, North Africa, and Morocco

38. Views of Non-Formal Education in Algeria

Publication Date:
04-2018
Content Type:
Special Report
Institution:
Arab Barometer
Abstract:
Few Algerians are satisfied with the state of education in their country and a majority of the population is dissatisfied with the formal education system. However, a plurality approves of government efforts to improve the education system even though an overwhelming majority of Algerians are worried about the ability to provide children with a good education. Given these sentiments, supplementary education programs outside the formal curriculum could be used to help alleviate these concerns. Even though few Algerians participate in youth non-formal education programs, the country enjoys higher rates of participation than do many other countries in the Middle East and North Africa. Among those who have participated, rates of satisfaction with such programs are high overall. Nevertheless, the reputation of NFE leaves much to be desired, with over half of non-participants holding a negative view of such programs. To increase their viability, NFE programs need to improve their popular image in Algeria. Meanwhile, the primary barrier to participation is cost, indicating that efforts to increase enrollment in NFE must also address affordability. Algerians are most interested in NFE programs that emphasize job-related skills that in turn promote career development. Moreover, the results of the survey make clear that critical and analytical thinking in the education system are also highly valued by ordinary Algerians. This finding holds across a variety of demographic differences, indicating widespread support throughout the country. If barriers are limited and programs emphasizing skills of interest to Algerians are promoted, then youth non-formal education programs are more likely to be successful in addressing the needs of Algerian citizens.
Topic:
Demographics, Education, Public Opinion, Higher Education, Academia, and Students
Political Geography:
Middle East, Algeria, and North Africa

39. Jordanian Views of Education Outside the Formal System

Publication Date:
09-2017
Content Type:
Special Report
Institution:
Arab Barometer
Abstract:
Jordanians are generally pleased with the formal educational system and the government’s efforts to improve it. Moreover, those from different backgrounds including men and women, wealthier and poorer, and those living in urban and rural areas, all hold positive views of the education system. Nevertheless, despite recent progress, many are still concerned about a lack of opportunity to provide children in the Kingdom with a high quality education. This gap highlights a new opportunity in Jordan: as the formal system continues to develop to meet the changing needs of Jordan’s youth, non-traditional programs could be used to address specific needs in the short-term. The opportunity is especially significant for programs that seek to improve skills in critical thinking and emotional intelligence, which most Jordanians believe are key skills for their country’s children to develop. Given the significant barriers to participation facing Jordanians, there are several important factors that any education program outside the formal system should seek to alleviate. The primary issue is cost. This is especially true for poorer Jordanians who are more likely to cite affordability is a major obstacle to participation. Other key barriers include transportation and lack of physical access. Additionally, Jordanians have a clear preference for receiving formal recognition for their participation in such a program, so an educational program outside the formal system should provide a form of recognition or certificate of completion. Given that many Jordanians rate the government’s performance on creating employment opportunities poorly, building capacity for new educational opportunities could yield benefits for the country’s youth. Notably, the added marketability of degrees or certificates from such programs would likely hold strong appeal to those Jordanians who are worried about finding employment.
Topic:
Demographics, Education, Public Opinion, Higher Education, Academia, and Students
Political Geography:
Middle East, North Africa, and Jordan

40. Views of Youth Non-Formal Education in the West Bank and Gaza

Publication Date:
09-2017
Content Type:
Special Report
Institution:
Arab Barometer
Abstract:
Over half of Palestinians are dissatisfied with the educational system in the West Bank and Gaza. In addition, a survey conducted by the Arab Barometer reveals they are worried about the ability to provide their children with a good education. This worry, coupled with 1 the concerns Palestinians have about the current formal education system, provides a unique potential opening for youth non-formal education programs to fill some of the gap. However, in order to meet the needs of Palestinians, non-formal education programs must first address the issue of accessibility. Certain barriers, both physical and nonphysical prevent access to these programs. Currently, participation rates in non-formal education programs are relatively low and with the majority of these education programs organized by private institutions, it is not surprising that cost is one of the most pronounced barriers Palestinians face. In terms of content, the types of programs most valued differs between residents of Gaza and the West Bank. In the West Bank a focus on critical thinking and analytical skills would be welcomed by the population, as respondents express a preference for curricula that develop these skills. To some extent West Bankers would also welcome a program that promotes social skills and emotional intelligence. In contrast, Gazans prefer more traditional educational styles, with Palestinians in Gaza favoring a system that places greater emphasis on memorization compared with the West Bank. However, across all regions, Palestinians are open to attending non-formal education programs, especially those that develop skills for the labor market or allow them to obtain a certificate or qualification. Promotion of NFE programs should target potential students on by highlighting the potential benefits of their curriculum on their future job prospects.
Topic:
Demographics, Education, Public Opinion, Higher Education, Academia, and Students
Political Geography:
Middle East, Palestine, Gaza, North Africa, and West Bank