CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: education reforms</title> <meta name="description" content="Search results for: education reforms"> <meta name="keywords" content="education reforms"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="education reforms" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="education reforms"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 7511</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: education reforms</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7511</span> The Influence of Republican Culture in the Professional Education Reforms in Brazil (1892-1930)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Milene%20Magalh%C3%A3es%20Pinto">Milene Magalhães Pinto</a>, <a href="https://publications.waset.org/abstracts/search?q=Irlen%20Ant%C3%B4nio%20Gon%C3%A7alves"> Irlen Antônio Gonçalves</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is within the area of History of Education in Brazil, having a descriptive and exploratory nature. It has been built on the belief that professional education is organized under political guidelines and solidifies through institutionalized discourses, allowing to know its mission concerning the society in which it operates by studying these speeches. Our purpose is to analyze how the Republican political culture yielded changes in public education through reforms to professional education in the First Republic, based on seven procedures of law that occurred in the Legislature of State of Minas Gerais. The Republican effort to reform the teaching was the result of a conception of society that aspired to advance the country by way of the national worker. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=professional%20education" title="professional education">professional education</a>, <a href="https://publications.waset.org/abstracts/search?q=republican%20political%20culture" title=" republican political culture"> republican political culture</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20reforms" title=" education reforms"> education reforms</a>, <a href="https://publications.waset.org/abstracts/search?q=Brazil" title=" Brazil"> Brazil</a> </p> <a href="https://publications.waset.org/abstracts/18347/the-influence-of-republican-culture-in-the-professional-education-reforms-in-brazil-1892-1930" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18347.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">495</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7510</span> Curricular Reforms for Inclusive Education: Equalization of Opportunities for the Physically Challenged Persons</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ede%20Jairus%20Adagba">Ede Jairus Adagba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The National Policy on Education has made elaborate and fascinating provisions for the education of the people with Special Needs. This category of people includes the physically challenged, the disadvantaged, the gifted and talented. However, the focus of this paper is people that are physically challenged. The paper reasons that in spite of the commendable provisions, the present curricular and learning conditions are not conducive enough to cater for the interest of the physically challenged persons. As a panacea, some curricular and physical condition reforms are proposed. These are hoped to facilitate access to inclusive education and equalization for opportunities of the physically challenged. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curricular%20reforms" title="curricular reforms">curricular reforms</a>, <a href="https://publications.waset.org/abstracts/search?q=equalization" title=" equalization"> equalization</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title=" inclusive education"> inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=physically%20challenged%20persons" title=" physically challenged persons"> physically challenged persons</a> </p> <a href="https://publications.waset.org/abstracts/9318/curricular-reforms-for-inclusive-education-equalization-of-opportunities-for-the-physically-challenged-persons" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9318.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">304</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7509</span> Social Reforms and the Welfare State in America after the New Deal (1945-1969)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aziza%20Tahar%20Djebbar">Aziza Tahar Djebbar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Throughout American history, many American presidents have tried to create new reforms to enhance the living conditions of the American citizens and promote their welfare. Among these reforms were those dealing with health care, education, as well as social security, which would facilitate accordingly the evolution of the American welfare state. After the New Deal, from 1945 to 1969, American presidents sought to carry out and enlarge the scope of the welfare state that emerged during the Roosevelt Administration by introducing new social reforms. Yet, there were some American presidents who succeeded, and there were some presidents who failed.The task of this research work is to depict the postwar period from 1945 to 1969. Some light will be shed on the main causes that led to the delay of many programs from 1945 to 1960. Further, the focus will be on the main factors that contributed to the reappearance of many social reforms and the dramatic expansion of the welfare state all along the 1960s. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=new%20deal" title="new deal">new deal</a>, <a href="https://publications.waset.org/abstracts/search?q=great%20society" title=" great society"> great society</a>, <a href="https://publications.waset.org/abstracts/search?q=medicaid" title=" medicaid"> medicaid</a>, <a href="https://publications.waset.org/abstracts/search?q=medicare" title=" medicare"> medicare</a>, <a href="https://publications.waset.org/abstracts/search?q=war%20on%20poverty" title=" war on poverty"> war on poverty</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20reforms" title=" social reforms"> social reforms</a>, <a href="https://publications.waset.org/abstracts/search?q=welfare%20reforms" title=" welfare reforms"> welfare reforms</a> </p> <a href="https://publications.waset.org/abstracts/13867/social-reforms-and-the-welfare-state-in-america-after-the-new-deal-1945-1969" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13867.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">458</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7508</span> In Search of Sustainable Science Education at the Basic Level of Education in Ghana: The Unintended Consequences of Enacting Science Curriculum Reforms in Junior High Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Charles%20Deodat%20Otami">Charles Deodat Otami</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper documents an ongoing investigation which seeks to explore the consequences of repeated science curriculum reforms at basic level of education in Ghana. Drawing upon data collected through document analysis, semi-structured interviews and classroom observations linked with a study of teaching practices in Junior High Schools of educational districts that are well served with teachers and yet, produce poor students’ achievements in science in the national Basic Education Certificate Examinations. The results emanating from the investigation highlight that the repeated science curriculum reforms at the basic level of education have led to the displacement of scientific knowledge in junior high schools in Ghana, a very critical level of education where the foundation for further science education to the highest level is laid. Furthermore, the results indicate that the enactment of centralised curriculum reforms in Ghana has produced some unpleasant repercussions. For instance, how the teachers interpret and implement the curriculum is directly related to their own values and practices as well as students feedback. This is contrary to the perception that external impetus received from donor agencies holds the key to strengthening reforms made. Thus, it is argued that without the right of localised management, curriculum reforms themselves are inadequate to ensure the realisation of the desired effects. This paper, therefore, draws the attention of stakeholders to the fact that the enactment of School Science Curriculum reform goes beyond just simple implementation to more complex dynamics which may change the original reform intents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=basic%20education" title="basic education">basic education</a>, <a href="https://publications.waset.org/abstracts/search?q=basic%20education%20certificate%20examinations" title=" basic education certificate examinations"> basic education certificate examinations</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20reforms" title=" curriculum reforms"> curriculum reforms</a>, <a href="https://publications.waset.org/abstracts/search?q=junior%20high%20school" title=" junior high school"> junior high school</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20districts" title=" educational districts"> educational districts</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20practices" title=" teaching practices"> teaching practices</a> </p> <a href="https://publications.waset.org/abstracts/82784/in-search-of-sustainable-science-education-at-the-basic-level-of-education-in-ghana-the-unintended-consequences-of-enacting-science-curriculum-reforms-in-junior-high-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82784.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">265</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7507</span> Administrative Reform and the Changing Nature of Higher Education: A Lesson from Indonesian Higher Education Reforms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nurdiana%20Gaus">Nurdiana Gaus</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahmud%20Tang"> Mahmud Tang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper analyses changes being experienced by academics in Indonesian state university systems as a result of government-driven policy and the impacts of these changes on academics work and organisations. This analysis is located in the main concept of neoliberal agenda with its associated discourse of New Public Management. The purpose of this analysis is to show how public administrative reforms adopting neoliberal agenda have been disseminated in Indonesian higher education reform via policies and programmes of the government. This essay is expected to clarify the concept of neoliberalism in the administrative reforms within higher education institutions by examining and understanding its implementation in Indonesian context and how this impacted on the structural changes in universities and academics work. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=neoliberalism" title="neoliberalism">neoliberalism</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=Indonesia" title=" Indonesia"> Indonesia</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20public%20management" title=" new public management"> new public management</a> </p> <a href="https://publications.waset.org/abstracts/79986/administrative-reform-and-the-changing-nature-of-higher-education-a-lesson-from-indonesian-higher-education-reforms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79986.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">480</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7506</span> Reflecting Socio-Political Needs in Education Policy-Making: An Exploratory Study of Vietnam's Key Education Reforms (1945-2017)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Linh%20Tong">Linh Tong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to contribute to the understanding of key education reforms in Vietnam from 1945 to 2017, which reflects an evolution of socio-political needs of the Socialist Republic of Vietnam throughout this period. It explores the contextual conditions, motivations and ambitions influencing the formation of the education reforms in Vietnam. It also looks, from an applied practical perspective, at the influence of politics on education policy-making. The research methodology includes a content analysis of curriculum designs proposed by the Ministry of Education and Training, relevant resolutions and executive orders passed by the National Assembly and the Prime Minister, as well as interviews with experts and key stakeholders. The results point to a particular configuration of factors which have been inspiring the shape and substance of these reforms and which have most certainly influenced their implementation. This configuration evolves from the immediate needs to erase illiteracy and cultivate socialist economic model at the beginning of Vietnam’s independence in 1945-1975, to a renewed urge to adopt market-oriented economy in 1986 and cautiously communicate with the outside world until 2000s, and to currently a demonstrated desire to fully integrate into the global economy and tackle with rising concerns about national security (the South China Sea Dispute), environmental sustainability, construction of a knowledge economy, and a rule-of-law society. Overall, the paper attempts to map Vietnam’s socio-political needs with the changing sets of goals and expected outcomes in teaching and learning methodologies and practices as introduced in Vietnamese key education reforms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20development" title="curriculum development">curriculum development</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20society" title=" knowledge society"> knowledge society</a>, <a href="https://publications.waset.org/abstracts/search?q=national%20security" title=" national security"> national security</a>, <a href="https://publications.waset.org/abstracts/search?q=politics%20of%20education%20policy-making" title=" politics of education policy-making"> politics of education policy-making</a>, <a href="https://publications.waset.org/abstracts/search?q=Vietnam%27s%20education%20reforms" title=" Vietnam's education reforms"> Vietnam's education reforms</a> </p> <a href="https://publications.waset.org/abstracts/86642/reflecting-socio-political-needs-in-education-policy-making-an-exploratory-study-of-vietnams-key-education-reforms-1945-2017" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86642.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">152</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7505</span> The Reflections of the K-12 English Language Teachers on the Implementation of the K-12 Basic Education Program in the Philippines</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dennis%20Infante">Dennis Infante</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examined the reflections of teachers on curriculum reforms, the implementation of the K-12 Basic Education Program in the Philippines. The results revealed that problems and concerns raised by teachers could be classified into curriculum materials and design; competence, readiness and motivation of the teachers; the learning environment, and support systems; readiness, competence and motivation of students; and other relevant factors. The best features of the K-12 curriculum reforms included (1) the components, curriculum materials; (2) the design, structure and delivery of the lessons; (3) the framework and theoretical approach; (3) the qualities of the teaching-learning activities; (4) and other relevant features. With the demanding task of implementing the new curriculum, the teachers expressed their needs which included (1) making the curriculum materials available to achieve the goals of the curriculum reforms; (2) enrichment of the learning environments; (3) motivating and encouraging the teachers to embrace change; (4) providing appropriate support systems; (5) re-tooling, and empowering teachers to implement the curriculum reforms; and (6) other relevant factors. The research concluded with a synthesis that provided a paradigm for implementing curriculum reforms which recognizes the needs of the teachers and the features of the new curriculum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20reforms" title="curriculum reforms">curriculum reforms</a>, <a href="https://publications.waset.org/abstracts/search?q=K-12" title=" K-12"> K-12</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%27%20reflections" title=" teachers' reflections"> teachers' reflections</a>, <a href="https://publications.waset.org/abstracts/search?q=implementing%20curriculum%20change" title=" implementing curriculum change"> implementing curriculum change</a> </p> <a href="https://publications.waset.org/abstracts/5126/the-reflections-of-the-k-12-english-language-teachers-on-the-implementation-of-the-k-12-basic-education-program-in-the-philippines" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5126.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">278</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7504</span> Educational Reforms in Algeria: Dilemmas of Globalization, Equity, and Decolonization</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fella%20Lahmar">Fella Lahmar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This chapter investigates the educational reforms in Algeria, highlighting the challenges and complexities that arise in the context of globalization, equity, and decolonization. While Algeria’s education system historically had a socialist-economic model grounded in Islamic values, contemporary reforms reflect global influences and aspirations for cultural authenticity. The study employed a qualitative approach, utilizing semi-structured interviews with a diverse sample of 15 participants intimately involved in the Algerian education system. Analysis of the data reveals a discrepancy between the educational system’s pedagogical practices and students’ diverse learning needs, implying ramifications for educational equity and social justice. Furthermore, a critical tension was evident between global influences, local cultural authenticity, and the endeavor to decolonize education. In conclusion, the chapter advocates for reforms that prioritize the students’ holistic development and well-being while fostering intrinsic motivation and engagement. This entails re-evaluating curriculum frameworks, assessment strategies, and pedagogies in light of Algeria’s cultural and religious heritage. The chapter also calls for future research to explore methods for innovatively integrating cultural heritage into education in ways to cultivate learners who are both locally grounded and globally aware. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=impact%20of%20globalization%20on%20education" title="impact of globalization on education">impact of globalization on education</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20involvement%20in%20education" title=" parental involvement in education"> parental involvement in education</a>, <a href="https://publications.waset.org/abstracts/search?q=marketization%20of%20education" title=" marketization of education"> marketization of education</a>, <a href="https://publications.waset.org/abstracts/search?q=policy%20enactment%20and%20reform" title=" policy enactment and reform"> policy enactment and reform</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20overload" title=" curriculum overload"> curriculum overload</a>, <a href="https://publications.waset.org/abstracts/search?q=holistic%20approach" title=" holistic approach"> holistic approach</a>, <a href="https://publications.waset.org/abstracts/search?q=shadow%20education" title=" shadow education"> shadow education</a> </p> <a href="https://publications.waset.org/abstracts/168427/educational-reforms-in-algeria-dilemmas-of-globalization-equity-and-decolonization" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168427.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">100</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7503</span> Pre-Service Teacher Education Reforms in India and Pakistan: Challenges and Possibilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jyoti%20Sharma">Jyoti Sharma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> India and Pakistan are two strategically important neighboring countries in Asia-Pacific region. Since independence of more than six decades, both, India and Pakistan have transverse different paths, India as a Sovereign, Democratic, Republic Country and Pakistan as Islamic Republic of Pakistan. The advent of democracy in India and Islamic republic in Pakistan resulted in new hopes, aspirations and demands on education. During the six decades after Independence, teacher education in both countries has come a long way from its initial bleak stature to gain an identity as a complex network of institutions and programs. The present paper takes a close look into the paradigm shift in teacher education programs in India and Pakistan and how much the shift is influenced by constitutional frameworks of each country. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teachers" title="pre-service teachers">pre-service teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education%20reforms" title=" teacher education reforms"> teacher education reforms</a>, <a href="https://publications.waset.org/abstracts/search?q=India" title=" India"> India</a>, <a href="https://publications.waset.org/abstracts/search?q=Pakistan" title=" Pakistan"> Pakistan</a> </p> <a href="https://publications.waset.org/abstracts/18070/pre-service-teacher-education-reforms-in-india-and-pakistan-challenges-and-possibilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18070.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">724</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7502</span> Effectiveness of School Strategic Planning: The Case of Fijian Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=G.%20Lingam">G. Lingam</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Lingam"> N. Lingam</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Raghuwaiya"> K. Raghuwaiya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Fiji, notable among the recent spate of educational reforms has been the Ministry of Education’s (MoEs) requirement that all schools undertake a process of school strategic planning. This preliminary study explores perceptions of a sample of Fijian teachers on the way this exercise has been conducted in their schools. The analysis of both quantitative and qualitative data indicates that school leaders’ lack of knowledge and skills in school strategic planning is a major limitation. As an unsurprising consequence, the process(es) schools adopted did not conform to what the literature suggests as best planning practices. School leaders need more training to ensure they are better prepared to carry out this strategic planning effectively, especially in widening the opportunities for all who have a stake in education to contribute to the process. Implications of the findings are likely to be pertinent to other developing contexts within and beyond the Pacific region for the training of school leaders to ensure they are better equipped to orchestrate and benefit from educational reforms thrust upon them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20strategic%20planning" title="school strategic planning">school strategic planning</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20reforms" title=" educational reforms"> educational reforms</a>, <a href="https://publications.waset.org/abstracts/search?q=Fijian%20schools" title=" Fijian schools"> Fijian schools</a>, <a href="https://publications.waset.org/abstracts/search?q=Ministry%20of%20Education" title=" Ministry of Education"> Ministry of Education</a> </p> <a href="https://publications.waset.org/abstracts/12683/effectiveness-of-school-strategic-planning-the-case-of-fijian-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12683.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">372</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7501</span> The Impact of Election Observation on Electoral Reforms in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abubakar%20Sulaiman">Abubakar Sulaiman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper examines how election observation influences electoral reforms in Nigeria. Over the years, election observation continues to play critical role in the electoral process specifically in Nigeria and Africa at large. Election observation keeps an eye on the electoral process and all the stakeholders during elections, to ensure that the process is fair to all contestants. While literature abound on this role of election observation on electoral process in Nigeria, scanty scholarly efforts have been made to appraise how election observation influences electoral reforms in Nigeria. Also, while election observation may play a role in ensuring that the electoral process is credible, specifically, its role in prvoking and eliciting various electoral reforms in the country has not been explored. The paper adopts the explanatory research design using secondary data and document analysis. Preliminary findings show that election observation has influenced electoral reforms in Nigeria in no small measure. The paper concludes that election observation is critical for result oriented electoral reforms in Nigeria, albeit, such reforms have to be implemented to the latter. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=electoral%20reforms" title="electoral reforms">electoral reforms</a>, <a href="https://publications.waset.org/abstracts/search?q=election%20observation" title=" election observation"> election observation</a>, <a href="https://publications.waset.org/abstracts/search?q=electoral%20process" title=" electoral process"> electoral process</a>, <a href="https://publications.waset.org/abstracts/search?q=developing%20country" title=" developing country"> developing country</a> </p> <a href="https://publications.waset.org/abstracts/123813/the-impact-of-election-observation-on-electoral-reforms-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123813.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">165</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7500</span> Strategic Fit between Higher Education Funding and the National Development Goals in Kazakhstan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Ait%20Si%20Mhamed">Ali Ait Si Mhamed</a>, <a href="https://publications.waset.org/abstracts/search?q=Rita%20Kasa"> Rita Kasa</a>, <a href="https://publications.waset.org/abstracts/search?q=Hans%20Vossensteyn"> Hans Vossensteyn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Kazakhstan is the eight largest country on the globe, in terms of the territory, it is rich in natural resources and is developing dynamically. Kazakhstan strives to become one of the top 30 global economies by 2050. This goal preconditions intensive reforms in all sectors of economy, including higher education. This paper focuses on the higher education funding reforms that take place in Kazakhstan and their alignment with the strategic goals of national development. Currently, the government funds higher education costs for only a limited number of students while the majority of students pay full cost covering tuition fees. Only students with high examination scores at the end of the secondary education are eligible to be admitted to publically funded study places in higher education. While this merit-based higher education funding model is overall well-received in the country, there is also a discourse calling to change the existing approach of higher education funding. This paper draws on interviews with national policy makers and leadership at institutions of higher education in Kazakhstan collected during 2016. It seeks to answer a question about how well the current higher education funding mechanism is aligned with the strategic development goals in higher education. The paper discusses how stakeholders see the fit between the current higher education funding mechanism and the ability of higher education institutions to achieve the aims of national strategic development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20reform" title="higher education reform">higher education reform</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20funding" title=" higher education funding"> higher education funding</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20policy" title=" higher education policy"> higher education policy</a>, <a href="https://publications.waset.org/abstracts/search?q=Kazakhstan" title=" Kazakhstan"> Kazakhstan</a> </p> <a href="https://publications.waset.org/abstracts/81029/strategic-fit-between-higher-education-funding-and-the-national-development-goals-in-kazakhstan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81029.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">288</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7499</span> The Role of International Organizations in Educational Reform in Iraq</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thanaa%20M.%20Sulaiman">Thanaa M. Sulaiman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Iraqi education system has suffered greatly as a result of wars, political instability, and economic problems. After the fall of Saddam’s regime in 2003, the Iraqi education system was proportionally the most impacted sector. The new administration prioritized educational reforms. International organizations, as well as foreign countries, were in the lead to achieve educational reforms. The current study aims to shed light on the reformation process and the roles of different stakeholders, especially international organizations. It also aims to explore the current problems facing the Iraqi education system. Additionally, it aims to explore the different programs and projects that are funded and implemented by international organizations and the impact of these programs and projects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Iraq" title="Iraq">Iraq</a>, <a href="https://publications.waset.org/abstracts/search?q=Iraqi%20education%20system" title=" Iraqi education system"> Iraqi education system</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20reform" title=" educational reform"> educational reform</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20organizations" title=" international organizations"> international organizations</a> </p> <a href="https://publications.waset.org/abstracts/148575/the-role-of-international-organizations-in-educational-reform-in-iraq" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148575.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">129</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7498</span> Evaluations of New Public Administration Reforms and Local Government Laws in Turkey in the Context of the Reforms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Handan%20Erta%C5%9F">Handan Ertaş</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The subject of government reform which is started to be discussed all over the world today has also deeply affected Turkey. Turkey, who aims to come to the level of the developed countries and not to fall behind the change must immediately complete the reform issue. For this, the government needs to be redefined and changed in accordance with the new public administration. In the first part of this study, the new public administration reforms in the world are generally explained and then the reforms in Local Government Regulations in Turkey are evaluated with the method of Content Analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reform" title="reform">reform</a>, <a href="https://publications.waset.org/abstracts/search?q=local%20administration" title=" local administration"> local administration</a>, <a href="https://publications.waset.org/abstracts/search?q=neo-liberalism" title=" neo-liberalism"> neo-liberalism</a>, <a href="https://publications.waset.org/abstracts/search?q=globalisation" title=" globalisation"> globalisation</a> </p> <a href="https://publications.waset.org/abstracts/62815/evaluations-of-new-public-administration-reforms-and-local-government-laws-in-turkey-in-the-context-of-the-reforms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62815.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">334</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7497</span> Corporate Governance Reforms in a Developing Economy: Making a Case for Upstream and Downstream Interventions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Franklin%20Nakpodia">Franklin Nakpodia</a>, <a href="https://publications.waset.org/abstracts/search?q=Femi%20Olan"> Femi Olan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A blend of internal factors (firm performance, internal stakeholders) and external pressures (globalisation, technology, corporate scandals) have intensified calls for corporate governance reforms. While several countries and their governments have responded to these calls, the effect of such reforms on corporate governance systems across countries remains mixed. In particular, the literature reports that the effectiveness of corporate governance interventions in many developing economies is limited. Relying on the corporate governance system in Africa’s largest economy (Nigeria), this research addresses two issues. First, this study explores why previous corporate governance reforms have failed and second, the article investigates what reforms could improve corporate governance practices in the country. In addressing the above objectives, this study adopts a qualitative approach that permits data collection via semi-structured interviews with 21 corporate executives. The data supports the articulation of two sequential levels of reforms (i.e., the upstream and downstream reforms). The upstream reforms focus on two crucial but often overlooked areas that undermine reform effectiveness, i.e., the extent of government commitment and an enabling environment. The downstream reforms combine awareness and regulatory elements to proffer a path to robust corporate governance in the country. Furthermore, findings from this study stress the need to consider the use of a bottom-up approach to corporate governance practice and policymaking in place of the dominant top-down strategy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bottom-up%20approach" title="bottom-up approach">bottom-up approach</a>, <a href="https://publications.waset.org/abstracts/search?q=corporate%20governance" title=" corporate governance"> corporate governance</a>, <a href="https://publications.waset.org/abstracts/search?q=reforms" title=" reforms"> reforms</a>, <a href="https://publications.waset.org/abstracts/search?q=regulation" title=" regulation"> regulation</a> </p> <a href="https://publications.waset.org/abstracts/139257/corporate-governance-reforms-in-a-developing-economy-making-a-case-for-upstream-and-downstream-interventions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139257.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">201</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7496</span> Public Financial Management in Ghana: A Move beyond Reforms to Consolidation and Sustainability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Sani%20Abdulai">Mohammed Sani Abdulai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ghana’s Public Financial Management reforms have been going on for some two decades now (1997/98 to 2017/18). Given this long period of reforms, Ghana in 2019 is putting together both a Public Financial Management (PFM) strategy and a Ghana Integrated Financial Management Information System (GIFMIS) strategy for the next 5-years (2020-2024). The primary aim of these dual strategies is assisting the country in moving beyond reforms to consolidation and sustainability. In this paper we, first, examined the evolution of Ghana’s PFM reforms. We, secondly, reviewed the legal and institutional reforms undertaken to strengthen the country’s key PFM institutions. Thirdly, we summarized the strengths and weaknesses identified by the 2018 Public Expenditure and Financial Accountability (PEFA) assessment of Ghana’s PFM system relating to its macro-fiscal framework, budget preparation and approval, budget execution, accounting and fiscal reporting as well as external scrutiny and audit. We, finally, considered what the country should be doing to achieve its intended goal of PFM consolidation and sustainability. Using a qualitative method of review and analysis of existing documents, we, through this paper, brought to the fore the lessons that could be learnt by other developing countries from Ghana’s PFM reforms experiences. These lessons included the need to: (a) undergird any PFM reform with a comprehensive PFM reform strategy; (b) undertake a legal and institutional reforms of the key PFM institutions; (c) assess the strengths and weaknesses of those reforms using PFM performance evaluation tools such as PEFA framework; and (d) move beyond reforms to consolidation and sustainability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=public%20financial%20management" title="public financial management">public financial management</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20expenditure%20and%20financial%20accountability" title=" public expenditure and financial accountability"> public expenditure and financial accountability</a>, <a href="https://publications.waset.org/abstracts/search?q=reforms" title=" reforms"> reforms</a>, <a href="https://publications.waset.org/abstracts/search?q=consolidation" title=" consolidation"> consolidation</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a> </p> <a href="https://publications.waset.org/abstracts/120006/public-financial-management-in-ghana-a-move-beyond-reforms-to-consolidation-and-sustainability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120006.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">233</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7495</span> Potentials for Change in the MENA Region: A Socioeconomic Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shaira%20Karishma%20Sheriff">Shaira Karishma Sheriff</a>, <a href="https://publications.waset.org/abstracts/search?q=Zarinah%20Hamid"> Zarinah Hamid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Arab Spring, which commenced during the end of 2010 and accelerated during 2011, was caused primarily due to poverty, unemployment and a general recession in the Middle East and North African (MENA) region. The core motivation of this revolution could be said to be the need for political, economic and social reforms that the region desires to experience. Though GDP growth has been significant in the region, the income distribution mechanism in MENA countries has been ineffective. This results in low levels of education, substandard health care facilities, unemployment, and poverty. This paper argues that MENA countries have great potential for experiencing socioeconomic development by being less dependent on oil exports and enhancing their services sector through better education which would eventually lead to job creation. Furthermore, the region can encourage better trade and political integration by forming transparent and accountable governments. The notion of Nation-State needs to be addressed and the countries in the region need to look for ways to develop effective supra-national institutions for better political and economic integration that goes beyond geographical borders. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=political%20reforms" title="political reforms">political reforms</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20reforms" title=" social reforms"> social reforms</a>, <a href="https://publications.waset.org/abstracts/search?q=economic%20development" title=" economic development"> economic development</a>, <a href="https://publications.waset.org/abstracts/search?q=nation-state" title=" nation-state"> nation-state</a>, <a href="https://publications.waset.org/abstracts/search?q=economic%20integration" title=" economic integration"> economic integration</a> </p> <a href="https://publications.waset.org/abstracts/21482/potentials-for-change-in-the-mena-region-a-socioeconomic-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21482.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">440</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7494</span> Access to Higher Education During Covid-19: Challenges and Key Success Factors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samia%20Jamshed%20Nauman%20Majeed">Samia Jamshed Nauman Majeed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: Globally, the pandemic of COVID -19 has created a massive distraction for educational reforms influencing learning options, education access, and outcomes of students in more than 190 countries which has carved marks in history. To explore the challenges and complications confronted by students and faculty members while ensuring access to online education, qualitative research was conducted. Methodology: For this purpose, a series of focus group discussions were conducted in different regions of Pakistan, which revealed interesting findings shared by Panelists, which include Vice-Chancellors, Rectors, and Deans of different private and public sector universities of Pakistan. The qualitative research aims to explore the challenges and success factors of online educations by students with diverse backgrounds of higher education institutions to maximize student educational outcomes. Findings: The findings revealed several challenges and opportunities when it comes to online education for students of higher education institutions. Simultaneously, the researchers discovered the key success factors necessary for online education. Lastly, the paper presents the research limitations and future research recommendations to streamline online education in a better way ensuring the students' success. Originality: The pandemic has forced the closure of social, business, and educational activities, which has drastically influence the quality of education with its subsequent impact on the economy. In response, numerous universities across the globe are forced to suspend their educational activities by closing the universities. Though online education has been adopted worldwide by the universities, which brought numerous issues for academia, particularly for underdeveloped countries, and Pakistani higher education reforms are no exception to this. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20education" title="online education">online education</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20institutions" title=" higher education institutions"> higher education institutions</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19" title=" COVID-19"> COVID-19</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges" title=" challenges"> challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=key%20success%20factors" title=" key success factors"> key success factors</a> </p> <a href="https://publications.waset.org/abstracts/159782/access-to-higher-education-during-covid-19-challenges-and-key-success-factors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159782.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">89</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7493</span> The History of the Birth of Tunisian Higher Accounting Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rim%20Khemiri">Rim Khemiri</a>, <a href="https://publications.waset.org/abstracts/search?q=Mariam%20Dammak"> Mariam Dammak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study is to trace the historical evolution of Tunisian higher accounting education and to understand and highlight the circumstances of its birth and its development. A documentary study (archival documents, official documents, public speeches, etc.), as well as semi-directive interviews with key actors, were carried out as part of this research work. These interviews aim to fill a lack of information on this subject and to confirm events addressed by other sources, but for which it lacks the elements necessary for a good understanding. After having put forward the specificities of the Tunisian context, we will, first of all, proceed to a review of the literature related to our theme in various contexts of the world. Then, we will present the evolution of the accounting curriculum by highlighting the circumstances of its birth and those of the successive reforms led by the Tunisian government. The study of higher accounting education in Tunisia and its evolution has several interests. The first lies in understanding the circumstances of its birth and its evolution in relation to the historical, socio-economic, and political context of the country. The second is to propose a reading grid that allows an understanding of the reforms that led to the university accountancy accounting course as we know it today. And, the third, aims to complete the literature on the processes of evolution of higher education accounting, by treating a different context, in order to provide additional knowledge necessary to compare experiences in this area around the world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accounting%20history" title="accounting history">accounting history</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20accounting%20education" title=" higher accounting education"> higher accounting education</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-economic%20and%20political%20context" title=" socio-economic and political context"> socio-economic and political context</a>, <a href="https://publications.waset.org/abstracts/search?q=Tunisian%20context" title=" Tunisian context"> Tunisian context</a> </p> <a href="https://publications.waset.org/abstracts/111059/the-history-of-the-birth-of-tunisian-higher-accounting-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111059.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">131</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7492</span> Quality Assurance as an Educational Development Tool: Case from the European Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maha%20Mourad">Maha Mourad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Higher education in any competitive European economy should serve the new information society by increasing the supply of good quality education services and by creating good international brands in the international higher education market. Hence, continuous risk management techniques through higher educational reforms programs became one of the top priorities within the European Union to control the quality of higher education. Risk is higher education is studies by several researchers who agreed that the risk in higher education has a direct influence on continuity of quality education and research contribution. The focus of this research is to highlights the Internal Quality Assurance (IQA) activities in the Polish higher education system as a risk management tool used to control the quality of education. This paper presents a qualitative empirical analysis in 5 different universities in Poland. In addition, it aims to help in finding global practical and create benchmark for policy makers concerning the risk management techniques based on the Polish experience. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20development" title="education development">education development</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20assurance" title=" quality assurance"> quality assurance</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=european%20higher%20education" title=" european higher education"> european higher education</a> </p> <a href="https://publications.waset.org/abstracts/9856/quality-assurance-as-an-educational-development-tool-case-from-the-european-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9856.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">468</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7491</span> The Assessment of the Comparative Efficiency of Reforms through the Integral Index of Transformation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samson%20Davoyan">Samson Davoyan</a>, <a href="https://publications.waset.org/abstracts/search?q=Ashot%20Davoyan"> Ashot Davoyan</a>, <a href="https://publications.waset.org/abstracts/search?q=Ani%20Khachatryan"> Ani Khachatryan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The indexes (Global Competitiveness Index, Economic Freedom Index, Human Development Index, etc.) developed by different international and non-government organizations in time and space express the quantitative and qualitative features of different fields of various reforms implemented in different countries. The main objective of our research is to develop new methodology that we will use to create integral index based on many indexes and that will include many areas of reforms. To achieve our aim we have used econometric methods (regression model for panel data method). The basis of our methodology is the development of the new integral index based on quantitative assessment of the change of two main parameters: the score of the countries by different indexes and the change of the ranks of countries for following two periods of time. As a result of the usage of methods for analyzes we have defined the indexes that are used to create the new integral index and the scales for each of them. Analyzing quantitatively and qualitatively analysis through the integral index for more than 100 countries for 2009-2014, we have defined comparative efficiency that helps to conclude in which directions countries have implemented reforms more effectively compared to others and in which direction reforms have implemented less efficiently. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=development" title="development">development</a>, <a href="https://publications.waset.org/abstracts/search?q=rank" title=" rank"> rank</a>, <a href="https://publications.waset.org/abstracts/search?q=reforms" title=" reforms"> reforms</a>, <a href="https://publications.waset.org/abstracts/search?q=comparative" title=" comparative"> comparative</a>, <a href="https://publications.waset.org/abstracts/search?q=index" title=" index"> index</a>, <a href="https://publications.waset.org/abstracts/search?q=economic" title=" economic"> economic</a>, <a href="https://publications.waset.org/abstracts/search?q=corruption" title=" corruption"> corruption</a>, <a href="https://publications.waset.org/abstracts/search?q=social" title=" social"> social</a>, <a href="https://publications.waset.org/abstracts/search?q=program" title=" program"> program</a> </p> <a href="https://publications.waset.org/abstracts/29322/the-assessment-of-the-comparative-efficiency-of-reforms-through-the-integral-index-of-transformation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29322.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">326</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7490</span> One of the Missing Pieces of Inclusive Education: Sexual Orientations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S%C4%B1la%20Uzkul">Sıla Uzkul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As a requirement of human rights and children's rights, the basic condition of inclusive education is that it covers all children. However, the reforms made in the context of education in Turkey and around the world include a limited level of inclusiveness. Generally, the inclusiveness mentioned is for individuals who need special education. Educational reforms superficially state that differences are tolerated, but these differences are extremely limited and often do not include sexual orientation. When we look at the education modules of the Ministry of National Education within the scope of inclusive education in Turkey, there are children with special needs, bilingual children, children exposed to violence, children under temporary protection, children affected by migration and terrorism, and children affected by natural disasters. No training modules or inclusion terms regarding sexual orientations could be found. This research aimed to understand the perspectives of research assistants working in the preschool education department regarding sexual orientations within the scope of inclusive education. Six research assistants working in the preschool teaching department at a public university in Ankara (Turkey) participated in this qualitative research study. Participants were determined by typical case sampling, which is one of the purposeful sampling methods. The data of this research was obtained through a "survey consisting of open-ended questions". Raw data from the surveys were analyzed and interpreted using the "content analysis technique" (Yıldırım & Şimşek, 2005). During the data analysis process, the data from the participants were first numbered, then all the data were read, and content analysis was performed, and possible themes, categories, and codes were extracted. The opinions of the participants in the research regarding sexual orientations in inclusive education are presented under three main headings within the scope of the research questions. These are: (a) their views on inclusive education, (b) their views on sexual orientations (c) their views on sexual orientations in the preschool period. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sexual%20orientation" title="sexual orientation">sexual orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title=" inclusive education"> inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=child%20rights" title=" child rights"> child rights</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool%20education" title=" preschool education"> preschool education</a> </p> <a href="https://publications.waset.org/abstracts/179039/one-of-the-missing-pieces-of-inclusive-education-sexual-orientations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179039.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">63</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7489</span> Prison Reforms: An Overview of the Nigerian Prisons as a Key Component of an Efficient Criminal Justice Delivery System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Foluke%20Dada">Foluke Dada</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Prisons all over the world are set up by law to provide restraint and custody for individuals accused or convicted of crimes by the state. The Nigerian prison dates back to the colonial era and is modelled after the British system. It is a system that lays emphasis on punishment and deterrence. It emphasises retribution rather than reformation. These, it can be argued, results in the inhuman conditions of Nigerian prisons and the conscienceless treatment of convicts and awaiting trial inmates in Nigerian prisons. This paper attempts an examination of the challenges currently beguiling Nigerian prisons, the need for reforms in the prison systems and the imperative of these reforms to an efficient criminal justice delivery system in the country. This paper further postulates that rehabilitation should be favoured as against retribution f the development of the Nigerian criminal justice system in line with the shift towards reform. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=criminal%20justice" title="criminal justice">criminal justice</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20rights" title=" human rights"> human rights</a>, <a href="https://publications.waset.org/abstracts/search?q=prison%20reforms" title=" prison reforms"> prison reforms</a>, <a href="https://publications.waset.org/abstracts/search?q=rehabilitation%20and%20retribution" title=" rehabilitation and retribution"> rehabilitation and retribution</a> </p> <a href="https://publications.waset.org/abstracts/30000/prison-reforms-an-overview-of-the-nigerian-prisons-as-a-key-component-of-an-efficient-criminal-justice-delivery-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30000.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">667</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7488</span> Civil Service Reforms in Kazakhstan and Its Influence on Modernization</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aliya%20Idrissova">Aliya Idrissova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Civil service (public administration) is an important social institution of society properties. Civil service institution had a significant impact on modernization processes in Kazakhstan through ensuring the functioning of all the subsystems of social life. This article is an attempt to analyses the reforms of public service institution in Kazakhstan and to assess its influence on modernization processes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=civil%20service" title="civil service">civil service</a>, <a href="https://publications.waset.org/abstracts/search?q=Kazakhstan" title=" Kazakhstan"> Kazakhstan</a>, <a href="https://publications.waset.org/abstracts/search?q=modernization" title=" modernization"> modernization</a>, <a href="https://publications.waset.org/abstracts/search?q=a%20national%20model%20of%20civil%20service" title=" a national model of civil service"> a national model of civil service</a>, <a href="https://publications.waset.org/abstracts/search?q=civil%20service%20reforms" title=" civil service reforms"> civil service reforms</a>, <a href="https://publications.waset.org/abstracts/search?q=bureaucracy" title=" bureaucracy"> bureaucracy</a> </p> <a href="https://publications.waset.org/abstracts/7346/civil-service-reforms-in-kazakhstan-and-its-influence-on-modernization" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7346.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">391</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7487</span> Value Creation of Public Financial Management Reforms through Their Long-Term Impacts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Christoph%20Schuler">Christoph Schuler</a>, <a href="https://publications.waset.org/abstracts/search?q=Oriana%20Ponta"> Oriana Ponta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Public Financial Management (PFM) reforms are promoted by various international organizations such as the International Monetary Fund (IMF) or the World Bank, local development banks and the donor country community to strengthen governance and accountability in developing countries across the world. Reform efforts undertaken are often systematically measured against international best practice by the application of standardized analytical instruments such as the Public Expenditure and Financial Accountability Framework (PEFA) or the Poverty Reduction Action Plan (PARP). While those instruments analyze direct achievements of PFM reforms, the long-term benefits of such reforms for society remain untapped. This gives rise to the question why the concept of impact evaluation with its experimental or quasi-experimental settings in the form of randomized control trials has rarely been applied in the context of PFM reforms. To close this gap, this study provides examples where the concept of impact evaluation can be applied to PFM reforms and thereby shifting the focus from outcome towards a long-term impact. As it is a new approach, this study does not attempt to conduct a fully flagged impact evaluation of a certain PFM reform. However, it will outline, as a form of pre-test the applicability of the impact evaluation methodology in this context, for example, by more closely analyzing the commonly used indicators (for example within PEFA or PARP). This would mean to scrutinize these indicators as to how they were designed and how they are related to the long-term impact, they should be producing. The analysis of PFM reform indicators and their relation to long-term impacts should provide practitioners and scholars alike with new insights on how to strengthen the accountability of public service delivery through successful and sustainable PFM reforms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accountability" title="accountability">accountability</a>, <a href="https://publications.waset.org/abstracts/search?q=impact%20evaluation" title=" impact evaluation"> impact evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=PFM%20reforms" title=" PFM reforms"> PFM reforms</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20financial%20management" title=" public financial management"> public financial management</a> </p> <a href="https://publications.waset.org/abstracts/83774/value-creation-of-public-financial-management-reforms-through-their-long-term-impacts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83774.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">325</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7486</span> Fostering Diversity, Equity, and Inclusion: Case of Higher Education Institutions in Kazakhstan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gainiya%20Tazhina">Gainiya Tazhina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Higher education systems of many countries have increased diversity and ensured equal rights and opportunities for inclusive students in the last decades. Issues of diversity-equity-inclusion (DEI) in Kazakhstani higher education began to be considered in legislation in 2021-2023. The adoption of the Road Map of the Ministry of Education and Science for universities’ inclusivity indicated strategies for change. The paper traces how this government initiative is being implemented in universities across the country. Content analysis of legislative documents, media publications, surveys of students, staff and interviews with leaders have demonstrated the inconsistency of these strategic decisions. Thus, the Road Map required that by 2023 conditions for promoting and ensuring inclusive education and barrier-free environments should be created in 60% -100% of Kazakhstani universities, including spaces inside academic buildings and dormitories in a short period of time. (March 2023-August 2025). Educational programs and curricula have not been adapted to the needs of students with special education needs (SEN); teachers do not have the skills and methods to work with students with SEN, students from minority groups, and international students. 60% of universities have not created a barrier-free environment on campuses due to the high cost of elevators, tactile tiles and assistive devices. Only 1% of school-disabled graduates enter universities due to the unwillingness of universities to educate people with disabilities. At the same time, universities do not adapt their educational programs and services to the needs of inclusive students; their needs are not identified; they study under the same conditions as regular students. Accordingly, teaching staff does not have the knowledge and skills to teach inclusive students; university lecturers misunderstand or oversimplify the social phenomena of ‘inclusion’ and ‘diversity’. The situation is more acute with the creation of a barrier-free architectural environment on university campuses. Recent reports indicate that these reforms have not been implemented to date, proven controversial in practice due to the inconsistency of national research on inclusion in higher education. Widely announced reforms have not produced the expected results leading to distortions at the local level. Inconsistent policies, contradictory legislative acts without expertise of needs and developing specific implementation criteria, without training specialists and indicators for achieving reforms are doomed to failure and mistrust of society. Based on the results of this research, recommendations have been developed: (1) to overcome inconsistencies in legislation regarding DEI in higher education; (2) to encourage initiatives in universities' inclusive environments; (3) to develop projects that will promote public awareness of DEI. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diversity-equity-inclusion" title="diversity-equity-inclusion">diversity-equity-inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=Kazakhstani%20universities" title=" Kazakhstani universities"> Kazakhstani universities</a>, <a href="https://publications.waset.org/abstracts/search?q=reforms" title=" reforms"> reforms</a>, <a href="https://publications.waset.org/abstracts/search?q=legislation" title=" legislation"> legislation</a>, <a href="https://publications.waset.org/abstracts/search?q=accessibility" title=" accessibility"> accessibility</a> </p> <a href="https://publications.waset.org/abstracts/192248/fostering-diversity-equity-and-inclusion-case-of-higher-education-institutions-in-kazakhstan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192248.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">11</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7485</span> Challenges in Curriculum Development in Eastern European Countries: A Case Study of Georgia and Ukraine</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Revaz%20Tabatadze">Revaz Tabatadze</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to describe and analyze the intricacies of curriculum development within the broader context of general education reforms undertaken in Eastern European Countries. Importantly, this study is the first of its kind, examining Georgian and Ukrainian National Curriculum documents locally and internationally. The significance of this research lies in its potential to guide the Ministry of Education and Science of the mentioned countries in revising existing curriculum documents to address contemporary challenges in general education. The findings will not only benefit post-Soviet countries but also offer insights for nations facing curriculum development and effectiveness issues. By examining the peculiarities of curriculum development amid globalization, this research aims to contribute to overcoming educational challenges at both local and international levels. This study defines key concepts related to curriculum, distinguishing between intended, implemented, and attained curricula. It also explores the historical context of curriculum development in Georgia and Ukraine from 1991 to 2021, highlighting changes in teacher standards and teacher certification examinations. The literature review section emphasizes the importance of curriculum development as a complex and evolving process, especially in the context of globalization. It underscores the need for a curriculum that fosters critical thinking, problem-solving, and collaboration skills in students. In summary, this research offers a comprehensive examination of curriculum development in Georgia and Ukraine, shedding light on the challenges and opportunities in the age of globalization, with potential implications for educational systems worldwide. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20development" title="curriculum development">curriculum development</a>, <a href="https://publications.waset.org/abstracts/search?q=general%20education%20reforms" title=" general education reforms"> general education reforms</a>, <a href="https://publications.waset.org/abstracts/search?q=eastern%20European%20countries" title=" eastern European countries"> eastern European countries</a>, <a href="https://publications.waset.org/abstracts/search?q=globalization%20in%20education" title=" globalization in education"> globalization in education</a> </p> <a href="https://publications.waset.org/abstracts/172703/challenges-in-curriculum-development-in-eastern-european-countries-a-case-study-of-georgia-and-ukraine" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172703.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">64</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7484</span> Teachers' Assessment Practices in Lower Secondary Schools in Tanzania: The Potential and Opportunities for Formative Assessment Practice Implementation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joyce%20Joas%20Kahembe">Joyce Joas Kahembe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The implementation of education assessment reforms in developing countries has been claimed to be problematic and difficult. The socio-economic teaching and learning environment has pointed to constraints in the education reform process. Nevertheless, there are existing assessment practices that if enhanced, can have potential to foster formative assessment practices in those contexts. The present study used the sociocultural perspective to explore teachers’ assessment practices and factors influencing them in Tanzania. Specifically, the sociocultural perspective helped to trace social, economic and political histories imparted to teachers’ assessment practices. The ethnographic oriented methods like interviews, observations and document reviews was used in this exploration. Teachers used assessment practices, such as questioning and answering, tests, assignments and examinations, for evaluating, monitoring and diagnosing students’ understanding, achievement and performance and standards and quality of instruction practices. The obtained assessment information functioned as feedback for improving students’ understanding, performance, and the standard and quality of teaching instruction and materials. For example, teachers acknowledged, praised, approved, disapproved, denied, graded, or marked students’ responses to give students feedback and aid learning. Moreover, teachers clarified and corrected or repeated students’ responses with worded/added words to improve students’ mastery of the subject content. Teachers’ assessment practices were influenced by the high demands of passing marks in the high stakes examinations and the contexts of the social economic teaching environment. There is a need to ally education assessment reforms with existing socio-economic teaching environments and society and institutional demands of assessment to make assessment reforms meaningful and sustainable. This presentation ought to contribute on ongoing strategies for contextualizing assessment practices for formative uses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=practices" title=" practices"> practices</a>, <a href="https://publications.waset.org/abstracts/search?q=formative%20assessment" title=" formative assessment"> formative assessment</a> </p> <a href="https://publications.waset.org/abstracts/42423/teachers-assessment-practices-in-lower-secondary-schools-in-tanzania-the-potential-and-opportunities-for-formative-assessment-practice-implementation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42423.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">498</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7483</span> Development of Special Education in Moldova: Paradoxes of Inclusion</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Liya%20Kalinnikova%20Magnusson">Liya Kalinnikova Magnusson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present and ongoing research investigation are focusing on special educational origins in Moldova for children with disabilities and its development towards inclusion. The research is coordinated with related research on inclusion in Ukraine and other countries. The research interest in these issues in Moldova is caused by several reasons. The first one is based upon one of the intensive processes of deconstruction of special education institutions in Moldova since 1989. A large number of children with disabilities have been dropping out of these institutions: from 11400 students in 1989 to 5800 students in 1996, corresponding to 1% of all school-age Moldovan learners. Despite the fact that a huge number of students was integrated into regular schools and the dynamics of this data across the country was uneven (the opposite, the dynamics of exclusion was raised in Trans-Dniester on the border of Moldova), the volume of the change was evident and traditional special educational provision was under stable decline. The second reason is tied to transitional challenges, which Moldova met under the force to economic liberalisation that led the country to poverty. Deinstitutionalization of the entire state system took place in the situation of economic polarization of the society. The level of social benefits was dramatically diminished, increasing inequality. The most vulnerable from the comprehensive income consideration were families with many children, children with disabilities, children with health problems, etc.: each third child belonged to the poorest population. In 2000-2001: 87,4% of all families with children had incomes below the minimum wage. The research question raised based upon these considerations has been addressed to the investigation of particular patterns of the origins of special education and its development towards inclusion in Moldova from 1980 until the present date: what is the pattern of special education origins and what are particular arrangements of special education development towards inclusion against inequality? This is a qualitative study, with relevant peer review resources connected to the research question and national documents of educational reforms towards inclusion retrospectively and contemporary, analysed by a content analysis approach. This study utilises long term statistics completed by the respective international agencies as a result of regular monitoring of the implementation of educational reforms. The main findings were composed in three big themes: adoption of the Soviet pattern of special education, ‘endemic stress’ of breaking the pattern, and ‘paradoxes of resolution’. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=special%20education" title="special education">special education</a>, <a href="https://publications.waset.org/abstracts/search?q=statistics" title=" statistics"> statistics</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20reforms" title=" educational reforms"> educational reforms</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=children%20with%20disabilities" title=" children with disabilities"> children with disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20analysis" title=" content analysis"> content analysis</a> </p> <a href="https://publications.waset.org/abstracts/114803/development-of-special-education-in-moldova-paradoxes-of-inclusion" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114803.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">168</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7482</span> Comparison of Budgeting Reforms: A Case Study of Thailand and OECD Member Countries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nattapol%20Pourprasert">Nattapol Pourprasert</a>, <a href="https://publications.waset.org/abstracts/search?q=Siriwan%20Manowan"> Siriwan Manowan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to find out what budget problems Thailand is facing with and how the results from the comparison between the budgeting reform by Thailand and the reforms by OECD member countries can be used for carrying out budgeting reform of Thailand. The findings from the study on the budget problems that Thailand is facing with reveal that the budgeting system of Thailand lacks of the assessment for the cost-effectiveness of the expenditure of borrowed money and budgets in order to determine whether the expenses are worth the taxes collected from people or not. This is because most popularity policies have unlimited budgets which can lead to the financial risks. Also, these policies create great tax burdens for the descendants in the future and affect the fair distribution of incomes but the Parliament of Thailand never considers these facts. The findings from the comparison between Thai budgeting reform and those by OECD member countries manifest that the traditional budgeting system of Thailand is the department-based budgeting, which is still used without being changed or adjusted in order to fit the new administrative regimes. This traditional budgeting system suggests that a department is responsible for budgeting tasks. Meanwhile, in OECD member countries, budgeting reforms are carried out simultaneously with the reforms of civil service systems so that they are driven in the same directions. The budgeting reforms that rely only on the analyses on economic or technical dimension can hardly lead to success. The budgeting systems of OECD member countries are designed to deal with the unique problems that each of the member countries is facing with rather than adopting the modern system developed by other countries. The budgeting system that has a complicated concept and practice has to be implemented under a flexible strategy so that the departments that implement it can learn about and adjust itself to the system. Continuous and consistent development and training for staff members are also necessary. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=budgeting%20reforms" title="budgeting reforms">budgeting reforms</a>, <a href="https://publications.waset.org/abstracts/search?q=Thailand" title=" Thailand"> Thailand</a>, <a href="https://publications.waset.org/abstracts/search?q=OECD%20member%20countries" title=" OECD member countries"> OECD member countries</a>, <a href="https://publications.waset.org/abstracts/search?q=budget%20problems" title=" budget problems"> budget problems</a> </p> <a href="https://publications.waset.org/abstracts/13375/comparison-of-budgeting-reforms-a-case-study-of-thailand-and-oecd-member-countries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13375.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">287</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=education%20reforms&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=education%20reforms&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=education%20reforms&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=education%20reforms&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=education%20reforms&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=education%20reforms&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=education%20reforms&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=education%20reforms&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=education%20reforms&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=education%20reforms&page=250">250</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=education%20reforms&page=251">251</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=education%20reforms&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>