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education</title> <meta name="description" content="Search results for: formal education"> <meta name="keywords" content="formal education"> <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 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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="formal education"> <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> 7841</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: formal education</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7841</span> Adult and Non Formal Education for the Attainment of Enterprenuerial Skills in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zulaiha%20Maluma%20Ahmad">Zulaiha Maluma Ahmad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper attempted to examine adult and non formal education for the attainment of entrepreneurial skills in empowering the citizens with entrepreneurial skills, for Nigeria’s socioeconomic development. This paper highlighted the meaning of education in the context of skill acquisition, entrepreneurial education, adult and non formal education. It also examined the objectives, issues and challenges as well as prospects of this type of education. It further discussed the role of adult and non formal education for the attainment of socioeconomic development of a growing nation like Nigeria. The paper equally proffered some recommendations and eventually concluded that adult and non formal education can indeed make self reliance, personal satisfaction and the attainment of entrepreneurial education for the socioeconomic development of any nation, possible. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20education" title="entrepreneurial education">entrepreneurial education</a>, <a href="https://publications.waset.org/abstracts/search?q=adult%20education" title=" adult education"> adult education</a>, <a href="https://publications.waset.org/abstracts/search?q=non%20formal%20education%20skills" title=" non formal education skills"> non formal education skills</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/24131/adult-and-non-formal-education-for-the-attainment-of-enterprenuerial-skills-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24131.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">596</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">7840</span> The Experiences of Secondary School Students in History Lessons in Distance and Formal Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Osman%20Okumu%C5%9F">Osman Okumuş</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The pandemic has significantly affected every aspect of life. Especially in recenttimes, as a result of this effect, we have come closer to technology. Distance education has taken the place of formal education rather than supporting formal education. Thiscreatednewexperiencesforbothteachersandstudents. This research focused on revealing the experiences of the same students in distance and formal education, especially in history lessons. In the study, which was designed as a case study, 20 students were interviewed through a semi-structured interview form prepared by the researcher. The results show that both learning environments provide students with important experiences. However, despite the fact that the students developed their digital competencies and experienced different learning environments, they focused on formal education in the name of socialization. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=history%20lessons" title="history lessons">history lessons</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title=" distance education"> distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=pandemic." title=" pandemic."> pandemic.</a>, <a href="https://publications.waset.org/abstracts/search?q=formal%20education" title=" formal education"> formal education</a> </p> <a href="https://publications.waset.org/abstracts/156204/the-experiences-of-secondary-school-students-in-history-lessons-in-distance-and-formal-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156204.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">7839</span> Environmental Awareness on Formal Education Level: A Program Approach through Physical Education Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jocelyn%20Floresca">Jocelyn Floresca</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aimed to present the by-product of the introduction of environmental ecology awareness on a formal education level utilizing the program course of Physical Education, particularly in the tertiary level. It is based on the premise that the radical need for environmental protection may not only necessarily be the work of people in the pure sciences but also deemed necessary to look into more avenues of the school setting particularly in the field of Physical Education. In the Philippines, most schools’ Physical Education focuses on the advancement of sports, fitness and wellness which are mostly done in the confines of a closed building. The paper dwells into the introduction of Physical Education as an outdoor recreation activity where in the participants of the study had the opportunity to indulge in activities undertaken outside the confines of buildings and going into large areas of the environment. It looked into the individual participant’s environmental social behaviour and effects on the participant’s perceptions in terms of the set objectives of Physical Education before and after the study’s intervention. The study utilized the formal course in Physical Education on nature walks, mountaineering and bird watching as interventions to gain perceptions and understanding. The introduction of the environmental ecology activities as a formal Physical Education course has resulted in deeper awareness that led to understanding the need to protect the environment, appreciation of the value of natural areas and acquiring behaviour for a sustainable use of the environment during the practice of Physical Education. Also, prior to the introduction of environmental ecology in Physical Education as a formal study; participants have no knowledge of what dwells in the identified sites of intervention. Whereas after the study, participants were able to identify various species of birds and plants found in the sites of the study that may lead to further conservation of the particular species. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=appreciation" title="appreciation">appreciation</a>, <a href="https://publications.waset.org/abstracts/search?q=conservation" title=" conservation"> conservation</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20ecology" title=" environmental ecology"> environmental ecology</a>, <a href="https://publications.waset.org/abstracts/search?q=outdoor" title=" outdoor"> outdoor</a> </p> <a href="https://publications.waset.org/abstracts/53304/environmental-awareness-on-formal-education-level-a-program-approach-through-physical-education-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53304.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">293</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">7838</span> Islamic Education System: Implementation of Curriculum Kuttab Al-Fatih Semarang</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Basyir%20Yaman">Basyir Yaman</a>, <a href="https://publications.waset.org/abstracts/search?q=Fades%20Br.%20Gultom"> Fades Br. Gultom</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The picture and pattern of Islamic education in the Prophet's period in Mecca and Medina is the history of the past that we need to bring back. The Basic Education Institute called Kuttab. Kuttab or Maktab comes from the word kataba which means to write. The popular Kuttab in the Prophet’s period aims to resolve the illiteracy in the Arab community. In Indonesia, this Institution has 25 branches; one of them is located in Semarang (i.e. Kuttab Al-Fatih). Kuttab Al-Fatih as a non-formal institution of Islamic education is reserved for children aged 5-12 years. The independently designed curriculum is a distinctive feature that distinguishes between Kuttab Al-Fatih curriculum and the formal institutional curriculum in Indonesia. The curriculum includes the faith and the Qur’an. Kuttab Al-Fatih has been licensed as a Community Activity Learning Center under the direct supervision and guidance of the National Education Department. Here, we focus to describe the implementation of curriculum Kuttab Al-Fatih Semarang (i.e. faith and al-Qur’an). After that, we determine the relevance between the implementation of the Kuttab Al-Fatih education system with the formal education system in Indonesia. This research uses literature review and field research qualitative methods. We obtained the data from the head of Kuttab Al-Fatih Semarang, vice curriculum, faith coordinator, al-Qur’an coordinator, as well as the guardians of learners and the learners. The result of this research is the relevance of education system in Kuttab Al-Fatih Semarang about education system in Indonesia. Kuttab Al-Fatih Semarang emphasizes character building through a curriculum designed in such a way and combines thematic learning models in modules. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Islamic%20education%20system" title="Islamic education system">Islamic education system</a>, <a href="https://publications.waset.org/abstracts/search?q=implementation%20of%20curriculum" title=" implementation of curriculum"> implementation of curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=Kuttab%20Al-Fatih%20Semarang" title=" Kuttab Al-Fatih Semarang"> Kuttab Al-Fatih Semarang</a>, <a href="https://publications.waset.org/abstracts/search?q=formal%20education%20system" title=" formal education system"> formal education system</a>, <a href="https://publications.waset.org/abstracts/search?q=Indonesia" title=" Indonesia"> Indonesia</a> </p> <a href="https://publications.waset.org/abstracts/78277/islamic-education-system-implementation-of-curriculum-kuttab-al-fatih-semarang" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78277.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">7837</span> Self-Education, Recognition and Well-Being Insights into Qualitative-Reconstructive Educational Research on the Value of Non-formal Education in the Adolescence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sandra%20Biewers%20Grimm">Sandra Biewers Grimm</a> </p> <p class="card-text"><strong>Abstract:</strong></p> International studies such as Pisa have shown an increasing social inequality in the education system, which is determined in particular by social origin and migration status. This is especially the case in the Luxembourg school system, which creates challenges for many young people due to the multilingualism in the country. While the international and also the national debate on education in the immediate aftermath of the publications of the Pisa results mainly focused on the further development of school-based learning venues and formal educational processes, it initially remained largely unclear what role exactly out-of-school learning venues and non-formal and informal learning processes could play in this further development. This has changed in the meantime. Both in the political discourses and in the scientific disciplines, those voices have become louder that draw attention to the important educational function and the enormous educational potential of out-of-school learning places as a response to the crisis of the formal education system and more than this. Youth work as an actor and approach of non-formal education is particularly in demand here. Due to its principles of self-education, participation and openness, it is considered to have a special potential in supporting the acquisition of important key competencies. In this context, the study "Educational experiences in non-formal settings" at CCY takes a differentiated look behind the scenes of education-oriented youth work and describes on the basis of empirical data what and how young people learn in youth centers and which significance they attach to these educational experiences for their subjective life situation. In this sense, the aim of the study is to reconstruct the subjective educational experiences of young people in Open Youth Work as well as to explore the value that these experiences have for young people. In doing so, it enables scientifically founded conclusions about the educational potential of youth work from the user's perspective. Initially, the study focuses on defining the concept of education in the context of non-formal education and thus sets a theoretical framework for the empirical analysis. This socio-educational term of education differs from the relevant conception of education in curricular, formal education as the acquisition of knowledge. It also differs from the operationalization of education as competence, or the differentiation into cultural, social and personal or into factual, social or methodological competence, which is often used in the European context and which has long been interpreted as a "social science reading of the question of education" (XX). Now the aim is to define a "broader" concept of education that goes beyond the normative and educational policy dimensions of a "non-formal education" and includes the classical socio-educational dimensions. Furthermore, the study works with different methods of empirical social research: In addition to ethnographic observation and an online survey, group discussions were conducted with the young people. The presentation gives an insight into the context, the methodology and the results of this study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=non-formal%20education" title="non-formal education">non-formal education</a>, <a href="https://publications.waset.org/abstracts/search?q=youth%20research" title=" youth research"> youth research</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20research" title=" qualitative research"> qualitative research</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20theory" title=" educational theory"> educational theory</a> </p> <a href="https://publications.waset.org/abstracts/146469/self-education-recognition-and-well-being-insights-into-qualitative-reconstructive-educational-research-on-the-value-of-non-formal-education-in-the-adolescence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146469.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">163</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">7836</span> A Framework on the Critical Success Factors of E-Learning Implementation in Higher Education: A Review of the Literature</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sujit%20K.%20Basak">Sujit K. Basak</a>, <a href="https://publications.waset.org/abstracts/search?q=Marguerite%20Wotto"> Marguerite Wotto</a>, <a href="https://publications.waset.org/abstracts/search?q=Paul%20B%C3%A9langer"> Paul Bélanger</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents a conceptual framework on the critical success factors of e-learning implementation in higher education, derived from an in-depth survey of literature review. The aim of this study was achieved by identifying critical success factors that affect for the successful implementation of e-learning. The findings help to articulate issues that are related to e-learning implementation in both formal and non-formal higher education and in this way contribute to the development of programs designed to address the relevant issues. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20success%20factors" title="critical success factors">critical success factors</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</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=life-long%20learning" title=" life-long learning"> life-long learning</a> </p> <a href="https://publications.waset.org/abstracts/52897/a-framework-on-the-critical-success-factors-of-e-learning-implementation-in-higher-education-a-review-of-the-literature" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52897.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">362</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">7835</span> The Impact of Technology on Cultural Heritage among Preschool Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adenike%20%20Akinrotimi">Adenike Akinrotimi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Globally, education has been identified as vital tool for any form of development for any society (community); be it economic, social, political and cultural development. It is the determinant level of prosperity, welfare, security and sustenance of the people of a particular community. Education could be formal, informal and non-formal. Cultural development of an individual and of the community as it were is a lifelong process, where individual learns from daily experiences, exposure to the environment at home, at work, at play and it enriches human and environmental potentials. This type of education can be referred to as cultural heritage. It is built on learner participation and assimilation. Preschool programme also referred to as Early Childhood Education is critical to holistic development of a child cultural development inclusive. This paper examines the impact that technology has on cultural heritage among preschool children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural%20heritage" title="cultural heritage">cultural heritage</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-school" title=" pre-school"> pre-school</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/38230/the-impact-of-technology-on-cultural-heritage-among-preschool-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38230.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">398</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">7834</span> Inappropriate Job Behaviour and Performance of Employees</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prakash%20Singh">Prakash Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The focus of this paper is on the impact of internal organizational factors on the inappropriate job performance and behaviour of employees. The Buffalo City Metropolitan Municipality (BCMM) in South Africa has been experiencing inappropriate job behaviour and performance of some of its workers. They include misappropriation of resources, maladministration, mismanagement, lack of service delivery, fraud, and corruption. Since many workers in this organization have various levels of formal education, such practices are not expected, because the structural-functionalist assumption is that formal education is a solution to societal challenges. Since inappropriate job behaviour and performance continue to be reported in spite of the formal education of BCMM workers, this study seeks to investigate how the two phenomena co-exist. It thus seeks to put into perspective the paradoxical co-existence of formal education with inappropriate job behaviour and performance, by focusing on the BCMM as a case-study. For data collection, this study used the mixed method approach; that is, a combination of qualitative and quantitative methods. The findings revealed structural, systemic and human impediments to labour productivity in the organization. By and large, the unquestioning acceptance of the assumption that the skills shortage is responsible for inappropriate workers’ job performance and behaviour is discredited by the evidence of skilled personnel who exercise their responsibilities in a manner that undermines their occupational requirements. Therefore, this exploratory study affirms that the narrow conception of skills, that privileges job-specific capabilities, is not enough for cultivating a workforce with appropriate job behaviour and performance practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inappropriate%20job%20behaviour" title="inappropriate job behaviour">inappropriate job behaviour</a>, <a href="https://publications.waset.org/abstracts/search?q=labour%20productivity" title=" labour productivity"> labour productivity</a>, <a href="https://publications.waset.org/abstracts/search?q=mismanagement" title=" mismanagement"> mismanagement</a>, <a href="https://publications.waset.org/abstracts/search?q=skills%20shortage" title=" skills shortage"> skills shortage</a> </p> <a href="https://publications.waset.org/abstracts/30048/inappropriate-job-behaviour-and-performance-of-employees" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30048.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">371</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">7833</span> Effects of Mobile Assisted Language Learning on Madrassa Students’ ESL Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Mooneeb%20Ali">Muhammad Mooneeb Ali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Institutions, where religious knowledge is given are known as madrassas. They also give formal education along with religious education. This study will be a pioneer to explore if MALL can be beneficial for madrassa students or not in formal educational situations. For investigation, an experimental study was planned in Punjab where the sample size was 100 students, 10 each from 10 different madrassas of Punjab, who are studying at the intermediate level (i.e., 11th grade). The madrassas were chosen through a convenient sampling method, whereas the learners were chosen by a simple random sampling method. A pretest was conducted, and on the basis of the results, the learners were divided into two equal groups (experimental and controlled). After two months of treatment, a posttest was conducted, and the results of both groups were compared. The results indicated that the performance of the experimental group was significantly better than the control one. This indicates that MALL elevates the performance of Madrassa students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=english%20language%20learners" title="english language learners">english language learners</a>, <a href="https://publications.waset.org/abstracts/search?q=madrassa%20students" title=" madrassa students"> madrassa students</a>, <a href="https://publications.waset.org/abstracts/search?q=formal%20education" title=" formal education"> formal education</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20assisted%20language%20learning%20%28MALL%29" title=" mobile assisted language learning (MALL)"> mobile assisted language learning (MALL)</a>, <a href="https://publications.waset.org/abstracts/search?q=Pakistan." title=" Pakistan."> Pakistan.</a> </p> <a href="https://publications.waset.org/abstracts/160366/effects-of-mobile-assisted-language-learning-on-madrassa-students-esl-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160366.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">71</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">7832</span> Women Trainees' Perception on Non-Formal Educational Workshops in Improving Their Socio-Economic Status in Algeria and Costa Rica</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bahia%20Braktia">Bahia Braktia</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Anna%20Marcela%20Montenegro"> S. Anna Marcela Montenegro</a>, <a href="https://publications.waset.org/abstracts/search?q=Imene%20Abdessemed"> Imene Abdessemed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Adult education is still considered a crucial area of education. In a developing framework, it is regarded as a practical approach for social inclusion and poverty reduction. They are also perceived as a way to serve adults who did not have the chance to education in their early ages by providing them knowledge, skills and values. Non-formal adult education and trainings are critical means in a society to break poverty and unemployment, and to decrease the social inequality. This paper investigates the perception of women trainees about a series of workshops in natural beauty products, held in Algeria and Costa Rica and organized by a non-profit educational organization, to improve their socio-economic status. This research seeks to explore ways of empowering women by assessing their needs and providing them with skills to start their own business. A questionnaire is administered before the workshops and focus groups are held at the end. A qualitative research method is employed to analyze the data. Preliminary results show that the trainees aspire to create their businesses with the objectives of poverty reduction and social inclusion. The findings also reveal the need for small business funding programs and entrepreneurial training programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adult%20education" title="adult education">adult education</a>, <a href="https://publications.waset.org/abstracts/search?q=non-formal%20education" title=" non-formal education"> non-formal education</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-economic%20status" title=" socio-economic status"> socio-economic status</a>, <a href="https://publications.waset.org/abstracts/search?q=women%20empowerment" title=" women empowerment"> women empowerment</a> </p> <a href="https://publications.waset.org/abstracts/95214/women-trainees-perception-on-non-formal-educational-workshops-in-improving-their-socio-economic-status-in-algeria-and-costa-rica" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95214.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">208</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">7831</span> Teaching Italian Sign Language in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Tagarelli%20De%20Monte">Maria Tagarelli De Monte</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Since its formal recognition in 2021, Italian Sign Language (LIS) and interpreters’ education has become a topic for higher education in Italian universities. In April 2022, Italian universities have been invited to present their proposals to create sign language courses for interpreters’ training for both LIS and tactile LIS. As a result, a few universities have presented a three-year course leading candidate students from the introductory level to interpreters. In such a context, there is an open debate not only on the fact that three years may not be enough to prepare skillful interpreters but also on the need to refer to international standards in the definition of the training path to follow. Among these, are the Common European Framework of Reference (CEFR) for languages and Dublin’s descriptors. This contribution will discuss the potentials and the challenges given by LIS training in academic settings, by comparing traditional studies to the requests coming from universities. Particular attention will be given to the use of CEFR as a reference document for the Italian Sign Language Curriculum. Its use has given me the chance to reflect on how LIS can be taught in higher education, and the adaptations that need to be addressed to respect the visual-gestural nature of sign language and the formal requirements of academic settings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Italian%20sign%20language" title="Italian sign language">Italian sign language</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=sign%20language%20curriculum" title=" sign language curriculum"> sign language curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=interpreters%20education" title=" interpreters education"> interpreters education</a>, <a href="https://publications.waset.org/abstracts/search?q=CEFR" title=" CEFR"> CEFR</a> </p> <a href="https://publications.waset.org/abstracts/185246/teaching-italian-sign-language-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185246.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">44</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">7830</span> Actual and Perceived Financial Sophistication and Wealth Accumulation: The Role of Education and Gender</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Christina%20E.%20Bannier">Christina E. Bannier</a>, <a href="https://publications.waset.org/abstracts/search?q=Milena%20Neubert"> Milena Neubert</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines the role of actual and perceived financial sophistication (i.e., financial literacy and confidence) for individuals’ wealth accumulation. Using survey data from the German SAVE initiative, we find strong gender- and education-related differences in the distribution of the two variables: Whereas financial literacy rises in formal education, confidence increases in education for men but decreases for women. As a consequence, highly-educated women become strongly underconfident, while men remain overconfident. We show that these differences influence wealth accumulation: The positive effect of financial literacy is stronger for women than for men and is increasing in women’s education but decreasing in men’s. For highly-educated men, however, overconfidence closes this gap by increasing wealth via stronger financial engagement. Interestingly, female underconfidence does not reduce current wealth levels though it weakens future-oriented financial engagement and may thus impair future wealth accumulation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=financial%20literacy" title="financial literacy">financial literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=financial%20sophistication" title=" financial sophistication"> financial sophistication</a>, <a href="https://publications.waset.org/abstracts/search?q=confidence" title=" confidence"> confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=wealth" title=" wealth"> wealth</a>, <a href="https://publications.waset.org/abstracts/search?q=household%20finance" title=" household finance"> household finance</a>, <a href="https://publications.waset.org/abstracts/search?q=behavioral%20finance" title=" behavioral finance"> behavioral finance</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=formal%20education" title=" formal education"> formal education</a> </p> <a href="https://publications.waset.org/abstracts/47004/actual-and-perceived-financial-sophistication-and-wealth-accumulation-the-role-of-education-and-gender" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47004.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">267</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">7829</span> Contested Space for Regulation in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sulila%20Anar">Sulila Anar </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Institutions of any kind are regulated by laws which could be formal or informal, visible or invisible that influences the very structure of the institutions itself. Here in this paper the attempt will be to see how institutions of higher education are regulated by the regulatory institutions by taking the case of India, the third largest education system in the world. The attempt is to try to see how regulation of higher education creates a space for contestation among regulatory institutions based on secondary resources and how this affects the governance of university to achieve the goals and visions. <p class="card-text"><strong>Keywords:</strong> <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=regulation" title=" regulation"> regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=autonomy" title=" autonomy"> autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=space" title=" space"> space</a> </p> <a href="https://publications.waset.org/abstracts/30178/contested-space-for-regulation-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30178.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">402</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">7828</span> Integrating Road Safety into Mainstreaming Education and Other Initiatives with Holistic Approach in the State: A Case Study of Madhya Pradesh, India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yogesh%20Mahor">Yogesh Mahor</a>, <a href="https://publications.waset.org/abstracts/search?q=Subhash%20Nigam"> Subhash Nigam</a>, <a href="https://publications.waset.org/abstracts/search?q=Abhai%20Khare"> Abhai Khare</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Road safety education is a composite subject which should be viewed holistically if taken into accoubehavior change communication, safe road infrastructure and low enforcement. Specific and customized road safety education is crucial for each type of road user and learners in the formal and informal teaching and various kind of training programs directly sponsored by state and center government, as they are active contributors to shaping a community and responsible citizens. The aim of this discussion article is to explore a strategy to integrate road safety education into the formal curriculum of schools, higher education institutions, driving schools, skill development centers, various government funded urban and rural development training institutions and their work plans as standing agenda. By applying the desktop research method, the article conceptualizes what the possible focus of road safety education and training should be. The article then explores international common practices in road safety education and training, and considers the necessary synergy between education, road engineering and low enforcement. The article uses secondary data collected from documents which are then analysed in a sectoral way. A well-designed road safety strategy for mainstreaming education and government-sponsored training is urgently needed, facilitating partnerships in various sectors to implement such education in the students and learners in multidisciplinary ways. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=road%20safety%20education" title="road safety education">road safety education</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum-based%20road%20safety%20education" title=" curriculum-based road safety education"> curriculum-based road safety education</a>, <a href="https://publications.waset.org/abstracts/search?q=behavior%20change%20communication" title=" behavior change communication"> behavior change communication</a>, <a href="https://publications.waset.org/abstracts/search?q=low%20enforcement" title=" low enforcement"> low enforcement</a>, <a href="https://publications.waset.org/abstracts/search?q=road%20engineering" title=" road engineering"> road engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=safe%20system%20approach" title=" safe system approach"> safe system approach</a>, <a href="https://publications.waset.org/abstracts/search?q=infrastructure%20development%20consultants" title=" infrastructure development consultants"> infrastructure development consultants</a> </p> <a href="https://publications.waset.org/abstracts/144000/integrating-road-safety-into-mainstreaming-education-and-other-initiatives-with-holistic-approach-in-the-state-a-case-study-of-madhya-pradesh-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144000.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">127</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">7827</span> Cloud-Based Dynamic Routing with Feedback in Formal Methods</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jawid%20Ahmad%20Baktash">Jawid Ahmad Baktash</a>, <a href="https://publications.waset.org/abstracts/search?q=Mursal%20Dawodi"> Mursal Dawodi</a>, <a href="https://publications.waset.org/abstracts/search?q=Tomokazu%20Nagata"> Tomokazu Nagata</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the rapid growth of Cloud Computing, Formal Methods became a good choice for the refinement of message specification and verification for Dynamic Routing in Cloud Computing. Cloud-based Dynamic Routing is becoming increasingly popular. We propose feedback in Formal Methods for Dynamic Routing and Cloud Computing; the model and topologies show how to send messages from index zero to all others formally. The responsibility of proper verification becomes crucial with Dynamic Routing in the cloud. Formal Methods can play an essential role in the routing and development of Networks, and the testing of distributed systems. Event-B is a formal technique that consists of describing the problem rigorously and introduces solutions or details in the refinement steps. Event-B is a variant of B, designed for developing distributed systems and message passing of the dynamic routing. In Event-B and formal methods, the events consist of guarded actions occurring spontaneously rather than being invoked. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cloud" title="cloud">cloud</a>, <a href="https://publications.waset.org/abstracts/search?q=dynamic%20routing" title=" dynamic routing"> dynamic routing</a>, <a href="https://publications.waset.org/abstracts/search?q=formal%20method" title=" formal method"> formal method</a>, <a href="https://publications.waset.org/abstracts/search?q=Pro-B" title=" Pro-B"> Pro-B</a>, <a href="https://publications.waset.org/abstracts/search?q=event-B" title=" event-B"> event-B</a> </p> <a href="https://publications.waset.org/abstracts/49044/cloud-based-dynamic-routing-with-feedback-in-formal-methods" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49044.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">423</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">7826</span> Formal Verification for Ethereum Smart Contract Using Coq</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xia%20Yang">Xia Yang</a>, <a href="https://publications.waset.org/abstracts/search?q=Zheng%20Yang"> Zheng Yang</a>, <a href="https://publications.waset.org/abstracts/search?q=Haiyong%20Sun"> Haiyong Sun</a>, <a href="https://publications.waset.org/abstracts/search?q=Yan%20Fang"> Yan Fang</a>, <a href="https://publications.waset.org/abstracts/search?q=Jingyu%20Liu"> Jingyu Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Jia%20Song"> Jia Song</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The smart contract in Ethereum is a unique program deployed on the Ethereum Virtual Machine (EVM) to help manage cryptocurrency. The security of this smart contract is critical to Ethereum’s operation and highly sensitive. In this paper, we present a formal model for smart contract, using the separated term-obligation (STO) strategy to formalize and verify the smart contract. We use the IBM smart sponsor contract (SSC) as an example to elaborate the detail of the formalizing process. We also propose a formal smart sponsor contract model (FSSCM) and verify SSC’s security properties with an interactive theorem prover Coq. We found the 'Unchecked-Send' vulnerability in the SSC, using our formal model and verification method. Finally, we demonstrate how we can formalize and verify other smart contracts with this approach, and our work indicates that this formal verification can effectively verify the correctness and security of smart contracts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=smart%20contract" title="smart contract">smart contract</a>, <a href="https://publications.waset.org/abstracts/search?q=formal%20verification" title=" formal verification"> formal verification</a>, <a href="https://publications.waset.org/abstracts/search?q=Ethereum" title=" Ethereum"> Ethereum</a>, <a href="https://publications.waset.org/abstracts/search?q=Coq" title=" Coq"> Coq</a> </p> <a href="https://publications.waset.org/abstracts/85595/formal-verification-for-ethereum-smart-contract-using-coq" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85595.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">691</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">7825</span> The Analogue of a Property of Pisot Numbers in Fields of Formal Power Series</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wiem%20Gadri">Wiem Gadri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study delves into the intriguing properties of Pisot and Salem numbers within the framework of formal Laurent series over finite fields, a domain where these numbers’ spectral charac-teristics, Λm(β) and lm(β), have yet to be fully explored. Utilizing a methodological approach that combines algebraic number theory with the analysis of power series, we extend the foundational work of Erdos, Joo, and Komornik to this new setting. Our research uncovers bounds for lm(β), revealing how these depend on the degree of the minimal polynomial of β and thus offering a novel characterization of Pisot and Salem formal power series. The findings significantly contribute to our understanding of these numbers, highlighting their distribution and properties in the context of formal power series. This investigation not only bridges number theory with formal power series analysis but also sets the stage for further interdisciplinary research in these areas. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pisot%20numbers" title="Pisot numbers">Pisot numbers</a>, <a href="https://publications.waset.org/abstracts/search?q=Salem%20numbers" title=" Salem numbers"> Salem numbers</a>, <a href="https://publications.waset.org/abstracts/search?q=formal%20power%20series" title=" formal power series"> formal power series</a>, <a href="https://publications.waset.org/abstracts/search?q=over%20a%20finite%20field" title=" over a finite field"> over a finite field</a> </p> <a href="https://publications.waset.org/abstracts/147057/the-analogue-of-a-property-of-pisot-numbers-in-fields-of-formal-power-series" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147057.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">51</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">7824</span> The Factors to Determine the Content About Gender and Sexuality Education Among Adolescents in China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yixiao%20Tang">Yixiao Tang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The risks of adolescents being exposed to sexually transmitted diseases (STDs) and participating in unsafe sexual practices are increasing. There is the necessity and significance of providing adolescents with appropriate sex education, considering they are at the stage of life exploration and risk-taking. However, in delivering sex education, the contents and instruction methods are usually discussed with contextual differences. In the Chinese context, the socially prejudiced perceptions of homosexuality can be attributed to the traditional Chinese Confucian philosophy, which has been dominating Chinese education for thousands of years. In China, students rarely receive adequate information about HIV, STDs, the use of contraceptives, pregnancies, and other sexually related topics in their formal education. Underlying the Confucian cultural background, this essay will analyze the variables that determine the subject matter of sex education for adolescents and then discuss how this cultural form affects social views and policy on sex education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=homosexuality%20education" title="homosexuality education">homosexuality education</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescent" title=" adolescent"> adolescent</a>, <a href="https://publications.waset.org/abstracts/search?q=China" title=" China"> China</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20policy" title=" education policy"> education policy</a> </p> <a href="https://publications.waset.org/abstracts/161870/the-factors-to-determine-the-content-about-gender-and-sexuality-education-among-adolescents-in-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161870.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">76</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">7823</span> Novel Formal Verification Based Coverage Augmentation Technique</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Surinder%20Sood">Surinder Sood</a>, <a href="https://publications.waset.org/abstracts/search?q=Debajyoti%20Mukherjee"> Debajyoti Mukherjee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Formal verification techniques have become widely popular in pre-silicon verification as an alternate to constrain random simulation based techniques. This paper proposed a novel formal verification-based coverage augmentation technique in verifying complex RTL functional verification faster. The proposed approach relies on augmenting coverage analysis coming from simulation and formal verification. Besides this, the functional qualification framework not only helps in improving the coverage at a faster pace but also aids in maturing and qualifying the formal verification infrastructure. The proposed technique has helped to achieve faster verification sign-off, resulting in faster time-to-market. The design picked had a complex control and data path and had many configurable options to meet multiple specification needs. The flow is generic, and tool independent, thereby leveraging across the projects and design will be much easier <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=COI%20%28cone%20of%20influence%29" title="COI (cone of influence)">COI (cone of influence)</a>, <a href="https://publications.waset.org/abstracts/search?q=coverage" title=" coverage"> coverage</a>, <a href="https://publications.waset.org/abstracts/search?q=formal%20verification" title=" formal verification"> formal verification</a>, <a href="https://publications.waset.org/abstracts/search?q=fault%20injection" title=" fault injection"> fault injection</a> </p> <a href="https://publications.waset.org/abstracts/159250/novel-formal-verification-based-coverage-augmentation-technique" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159250.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">124</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">7822</span> Formal History Teaching and Lifeworld Literacies: Developing Transversal Skills as an Embodied Learning Outcomes in Historical Research Projects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paul%20Flynn">Paul Flynn</a>, <a href="https://publications.waset.org/abstracts/search?q=Luke%20O%E2%80%99Donnell"> Luke O’Donnell</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is a pressing societal need for educators in formal and non-formal settings to develop pedagogical frameworks, programmes, and interventions that support the development of transversal skills for life beyond the classroom. These skills include communication, collaboration, interpersonal relationship building, problem-solving, and planning, and organizational skills; or lifeworld literacies encountered first hand. This is particularly true for young people aged between 15-18. This demographic represents both the future of society and those best positioned to take advantage of well-designed, structured educational supports within and across formal and non-formal settings. Secondary school history has been identified as an appropriate area of study which deftly develops many of those transversal skills so crucial to positive societal engagement. However, in the formal context, students often challenge history’s relevance to their own lived experience and dismiss it as a study option. In response to such challenges, teachers will often design stimulating lessons which are often well-received. That said, some students continue to question modern-day connections, presenting a persistent and pervasive classroom distraction. The continuing decline in numbers opting to study second-level history indicates an erosion of what should be a critical opportunity to develop all-important lifeworld literacies within formal education. In contrast, students readily acknowledge relevance in non-formal settings where many participants meaningfully engage with history by way of student-focused activities. Furthermore, many do so without predesigned pedagogical aids which support transversal skills development as embodied learning outcomes. As this paper will present, there is a dearth of work pertaining to the circular subject of history and its embodied learning outcomes, including lifeworld literacies, in formal and non-formal settings. While frequently challenging to reconcile formal (often defined by strict curricula and examination processes), and non-formal engagement with history, opportunities do exist. In the Irish context, this is exemplified by a popular university outreach programme: breaking the SEAL. This programme supports second-level history students as they fulfill curriculum requirements in completing a research study report. This report is a student-led research project pulling on communication skills, collaboration with peers and teachers, interpersonal relationships, problem-solving, and planning and organizational skills. Completion of this process has been widely recognized as excellent preparation not only for higher education (third level) but work-life demands as well. Within a formal education setting, the RSR harnesses non-formal learning virtues and exposes students to limited aspects of independent learning that relate to a professional work setting –a lifeworld literacy. Breaking the SEAL provides opportunities for students to enhance their lifeworld literacy by engaging in an independent research and learning process within the protective security of the classroom and its teacher. This paper will highlight the critical role this programme plays in preparing participating students (n=315) for life after compulsory education and presents examples of how lifeworld literacies may be developed through a scaffolded process of historical research and reporting anchored in non-formal contexts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=history" title="history">history</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy" title=" literacy"> literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=transversal%20skills" title=" transversal skills"> transversal skills</a> </p> <a href="https://publications.waset.org/abstracts/133079/formal-history-teaching-and-lifeworld-literacies-developing-transversal-skills-as-an-embodied-learning-outcomes-in-historical-research-projects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/133079.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">167</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">7821</span> Formal Thai National Costume in the Reign of King Bhumibol Adulyadej</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chanoknart%20Mayusoh">Chanoknart Mayusoh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research about Formal Thai National Costume in the reign of King Bhumibol Adulyadej is an applied research that aimed to study the accurate knowledge concerning to Thai national costume in the reign of King Rama IX, also to study origin of all costumes in the reign of King Rama IX and to study the style, material used, and using accasion. This research methodology which are collect quanlitative data through observation, document, and photograph from key informant of costume in the reign of King Rama IX and from another who related to this field. The formal Thai national costume of the reign of King Bhumibol Adulyadej originated from the visit of His Majesty the King to Europe and America in 1960. Since Thailand had no traditional national costume; Her Majesty the Queen initiated the idea to create formal Thai national costumes. In 1964, Her Majesty the Queen selected 8 styles of formal Thai national costume. Later, Her Majesty the Queen confered another 3 formal Thai national costume for men. There are 8 styles of formal Thai national costume for women: Thai Ruean Ton, Thai Chit Lada, Thai Amarin, Thai Borom Phiman, Thai Siwalia, Thai Chakkri, Thai Dusit, and Thai Chakkraphat. There are 3 styles of formal Thai national costume for men: short-sleeve shirt, long-sleeve shirt, and long-sleeve shirt with breechcloth. The costume is widely used in formal ceremony such as greeting ceremony for official foreign visitors, wedding ceremony, or other auspicious ceremonies. Now a day, they are always used as a bridal gown as well. The formal Thai national costume is valuable art that shows Thai identity and, should be preserved for the next generation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=formal%20Thai%20national%20costume%20for%20women" title="formal Thai national costume for women">formal Thai national costume for women</a>, <a href="https://publications.waset.org/abstracts/search?q=formal%20Thai%20national%20costume%20for%20men" title=" formal Thai national costume for men"> formal Thai national costume for men</a>, <a href="https://publications.waset.org/abstracts/search?q=His%20Majesty%20King%20Bhumibol%20Adulyadej%20the%20Great%20King%20Rama%20IX" title=" His Majesty King Bhumibol Adulyadej the Great King Rama IX"> His Majesty King Bhumibol Adulyadej the Great King Rama IX</a>, <a href="https://publications.waset.org/abstracts/search?q=Her%20Majesty%20Queen%20Sirikit%20Queen" title=" Her Majesty Queen Sirikit Queen"> Her Majesty Queen Sirikit Queen</a> </p> <a href="https://publications.waset.org/abstracts/10856/formal-thai-national-costume-in-the-reign-of-king-bhumibol-adulyadej" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10856.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">257</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">7820</span> The Interrelationship between Formal and Informal Institutions and Its Impacts on the Autonomy of Public Service Delivery Units: The Case of Vietnam </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Minh%20Thi%20Hai%20Vo">Minh Thi Hai Vo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article draws on in-depth interviews with state employees at public hospitals and universities in its institutional analysis of the autonomy practices of public service delivery units in Vietnam. Unlike many empirical and theoretical studies that view formal and informal institutions as complements or substitutes, this article finds no evidence of complementary or substitutive relationships. Instead, the article finds that formal institutions accommodate informal ones and that informal institutions tend to compete and interfere, with the existing and ineffective formal institutions. The result of such conflicting relationship is that the actual autonomy of public service delivery units is, in most cases, perceived to be greater than the formal autonomy they are given. In the condition of poor regulation, the informal autonomy may result in unethical practices including rent-seeking and corruption. The implication of the study finding is policy-makers need to redesign and reorganize the autonomisation of public service delivery units to make informal institutions support and reinforce formal ones in a complementary manner. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autonomy" title="autonomy">autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=formal%20institutions" title=" formal institutions"> formal institutions</a>, <a href="https://publications.waset.org/abstracts/search?q=informal%20institutions" title=" informal institutions"> informal institutions</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20service%20delivery%20units" title=" public service delivery units"> public service delivery units</a>, <a href="https://publications.waset.org/abstracts/search?q=Vietnam" title=" Vietnam"> Vietnam</a> </p> <a href="https://publications.waset.org/abstracts/89830/the-interrelationship-between-formal-and-informal-institutions-and-its-impacts-on-the-autonomy-of-public-service-delivery-units-the-case-of-vietnam" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89830.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">205</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">7819</span> Influence of Non-Formal Physical Education Curriculum, Based on Olympic Pedagogy, for 11-13 Years Old Children Physical Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asta%20Sarkauskiene">Asta Sarkauskiene</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The pedagogy of Olympic education is based upon the main idea of P. de Coubertin, that physical education can and has to support the education of the perfect person, the one who was an aspiration in archaic Greece, when it was looking towards human as a one whole, which is composed of three interconnected functions: physical, psychical and spiritual. The following research question was formulated in the present study: What curriculum of non-formal physical education in school can positively influence physical development of 11-13 years old children? The aim of this study was to formulate and implement curriculum of non-formal physical education, based on Olympic pedagogy, and assess its effectiveness for physical development of 11-13 years old children. The research was conducted in two stages. In the first stage 51 fifth grade children (Mage = 11.3 years) participated in a quasi-experiment for two years. Children were organized into 2 groups: E and C. Both groups shared the duration (1 hour) and frequency (twice a week) but were different in their education curriculum. Experimental group (E) worked under the program developed by us. Priorities of the E group were: training of physical powers in unity with psychical and spiritual powers; integral growth of physical development, physical activity, physical health, and physical fitness; integration of children with lower health and physical fitness level; content that corresponds children needs, abilities, physical and functional powers. Control group (C) worked according to NFPE programs prepared by teachers and approved by school principal and school methodical group. Priorities of the C group were: motion actions teaching and development; physical qualities training; training of the most physically capable children. In the second stage (after four years) 72 sixth graders (Mage = 13.00) attended in the research from the same comprehensive schools. Children were organized into first and second groups. The curriculum of the first group was modified and the second - the same as group C. The focus groups conducted anthropometric (height, weight, BMI) and physiometric (VC, right and left handgrip strength) measurements. Dependent t test indicated that over two years E and C group girls and boys height, weight, right and left handgrip strength indices increased significantly, p < 0.05. E group girls and boys BMI indices did not change significantly, p > 0.05, i.e. height and weight ratio of girls, who participated in NFPE in school, became more proportional. C group girls VC indices did not differ significantly, p > 0.05. Independent t test indicated that in the first and second research stage differences of anthropometric and physiometric measurements of the groups are not significant, p > 0.05. Formulated and implemented curriculum of non-formal education in school, based on olympic pedagogy, had the biggest positive influence on decreasing 11-13 years old children level of BMI and increasing level of VC. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=non%20%E2%80%93%20formal%20physical%20education" title="non – formal physical education">non – formal physical education</a>, <a href="https://publications.waset.org/abstracts/search?q=olympic%20pedagogy" title=" olympic pedagogy"> olympic pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20development" title=" physical development"> physical development</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20sciences" title=" health sciences"> health sciences</a> </p> <a href="https://publications.waset.org/abstracts/26554/influence-of-non-formal-physical-education-curriculum-based-on-olympic-pedagogy-for-11-13-years-old-children-physical-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26554.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">563</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">7818</span> Knowledge and Skills Requirements for Software Developer Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20Liebenberg">J. Liebenberg</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Huisman"> M. Huisman</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Mentz"> E. Mentz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is widely acknowledged that there is a shortage of software developers, not only in South Africa, but also worldwide. Despite reports on a gap between industry needs and software education, the gap has mostly been explored in quantitative studies. This paper reports on the qualitative data of a mixed method study of the perceptions of professional software developers regarding what topics they learned from their formal education and the importance of these topics to their actual work. The analysis suggests that there is a gap between industry’s needs and software development education and the following recommendations are made: 1) Real-life projects must be included in students’ education; 2) Soft skills and business skills must be included in curricula; 3) Universities must keep the curriculum up to date; 4) Software development education must be made accessible to a diverse range of students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=software%20development%20education" title="software development education">software development education</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20industry" title=" software industry"> software industry</a>, <a href="https://publications.waset.org/abstracts/search?q=IT%20workforce" title=" IT workforce"> IT workforce</a>, <a href="https://publications.waset.org/abstracts/search?q=computing%20curricula" title=" computing curricula"> computing curricula</a> </p> <a href="https://publications.waset.org/abstracts/13239/knowledge-and-skills-requirements-for-software-developer-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13239.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">465</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">7817</span> Street Begging: A Loss of Human Resource in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sulaiman%20Kassim%20Ibrahim">Sulaiman Kassim Ibrahim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Human Resource is one of the most important elements in any country. They are very important in actualizing the potential of every sector in the country, i.e Agric, Education, Finance, Judiciary and all formal and informal sectors. The purpose of this study is to investigate the loss of human resource in Nigeria through street begging. The study used intensive literature review. Finding from the review indicate that a significant number of human resource are into street begging in the country undeveloped and untapped. The paper recommend that policy should be initiated to discourage street begging, develop this resource through education and empowerment, stop rural-urban migration by providing infrastructure in the rural areas and abolish informal (Almajiri or beggars school) and transform it into formal school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=human%20resource" title="human resource">human resource</a>, <a href="https://publications.waset.org/abstracts/search?q=street%20begging" title=" street begging"> street begging</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a>, <a href="https://publications.waset.org/abstracts/search?q=Almajiri" title=" Almajiri"> Almajiri</a> </p> <a href="https://publications.waset.org/abstracts/78702/street-begging-a-loss-of-human-resource-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78702.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">255</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">7816</span> The Role of Education and Indigenous Knowledge in Disaster Preparedness </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sameen%20Masood">Sameen Masood</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Ali%20Jibran"> Muhammad Ali Jibran</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The frequent flood history in Pakistan has pronounced the need for disaster risk management. Various policies are formulated and steps are being taken by the government in order to cope with the flood effects. However, a much promising pro-active approach that is globally acknowledged is educating the masses regarding living with risk and uncertainty. Unfortunately, majority of the flood victims in Pakistan are poor and illiterate which also transpires as a significant cause of their distress. An illiterate population is not risk averse or equipped intellectually regarding how to prepare and protect against natural disasters. The current research utilizes a cross-disciplinary approach where the role of education (both formal and informal) and indigenous knowledge is explored with reference to disaster preparedness. The data was collected from the flood prone rural areas of Punjab. In the absence of disaster curriculum taught in formal schools, informal education disseminated by NGOs and relief and rehabilitation agencies was the only education given to the flood victims. However the educational attainment of flood victims highly correlated with their awareness regarding flood management and disaster preparedness. Moreover, lessons learned from past flood experience generated indigenous knowledge on the basis of which flood victims prepared themselves for any uncertainty. If the future policy regarding disaster preparation integrates indigenous knowledge and then delivers education on the basis of that, it is anticipated that the flood devastations can be much reduced. Education can play a vital role in amplifying perception of risk and taking precautionary measures for disaster. The findings of the current research will provide practical strategies where disaster preparedness through education has not yet been applied. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=disaster%20preparedness" title=" disaster preparedness"> disaster preparedness</a>, <a href="https://publications.waset.org/abstracts/search?q=illiterate%20population" title=" illiterate population"> illiterate population</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20management" title=" risk management "> risk management </a> </p> <a href="https://publications.waset.org/abstracts/22374/the-role-of-education-and-indigenous-knowledge-in-disaster-preparedness" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22374.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">486</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">7815</span> The Effects of Three Leadership Styles on Individual Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leilei%20Liang">Leilei Liang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Leadership is commonly classified as formal leadership and informal leadership, which ignores and neglects the effects of 3rd type leadership. The emergence of 3rd type of leadership is closely related to special relations. To figure out the mechanism and effects of 3rd type leadership as well as the impacts of formal leadership and informal leadership on employee performance, this study collects data from 350 participants through a survey and proposes three hypotheses respectively from the perspective of expectation theory. The analytical results provide strong evidence for two of the three hypotheses, which demonstrate the positive correlation between formal leadership and individual performance and the negative relationship between 3rd type leadership and individual performance. This study contributes to leadership literature by putting forward the concept of the 3rd type of leadership. In addition, the effects of formal leadership, informal leadership, and 3rd type leadership on individual performance are discussed respectively in this study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=formal%20leadership" title="formal leadership">formal leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=informal%20leadership" title=" informal leadership"> informal leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=3rd%20leadership" title=" 3rd leadership"> 3rd leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=individual%20performance" title=" individual performance"> individual performance</a>, <a href="https://publications.waset.org/abstracts/search?q=expectation%20theory" title=" expectation theory"> expectation theory</a> </p> <a href="https://publications.waset.org/abstracts/138223/the-effects-of-three-leadership-styles-on-individual-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138223.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">242</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">7814</span> The Origin and Development of Entrepreneurial Cognition: The Impact of Entrepreneurship Education on Cognitive Style and Subsequent Entrepreneurial Intention</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Salma%20Hussein">Salma Hussein</a>, <a href="https://publications.waset.org/abstracts/search?q=Hadia%20Aziz"> Hadia Aziz </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Entrepreneurship plays a significant and imperative role in economic and social growth, and therefore, is stimulated and encouraged by governments and academics as a mean of creating job opportunities, innovation, and wealth. Indicative of its importance, it is essential to identify factors that encourage and promote entrepreneurial behavior. This is particularly true for developing countries where the need for entrepreneurial development is high and the resources are scarce, thus, there is a need to maximize the outcomes of investing in entrepreneurial development. Entrepreneurial education has been the center of attention and interest among researchers as it is believed to be one of the most critical factors in promoting entrepreneurship over the long run. Accordingly, the urgency to encourage entrepreneurship education and develop an enterprise culture is now a main concern in Egypt. Researchers have postulated that cognition has the potential to make a significant contribution to the study of entrepreneurship. One such contribution that future studies need to consider in entrepreneurship research is the cognitive processes that occur within the individual such as cognitive style. During the past decade, there has been an increasing interest in cognitive style among researchers and practitioners specifically in innovation and entrepreneurship field. Limited studies pay attention to study the antecedent dynamics that fuel entrepreneurial cognition to better understand its role in entrepreneurship. Moreover, while many studies were conducted on entrepreneurship education, scholars are still hesitant regarding the teachability of entrepreneurship due to the lack of clear evidence of its impact. Furthermore, the relation between cognitive style and entrepreneurial intentions, has yet to be discovered. Hence, this research aims to test the impact of entrepreneurship education on cognitive style and subsequent intention in order to evaluate whether student’s and potential entrepreneur’s cognitive styles are affected by entrepreneurial education and in turn affect their intentions. Understanding the impact of Entrepreneurship Education on ways of thinking and intention is critical for the development of effective education and training in entrepreneurship field. It is proposed that students who are exposed to entrepreneurship education programs will have a more balanced thinking style compared to those students who are not exposed. Moreover, it is hypothesized that students having a balanced cognitive style will exhibit higher levels of entrepreneurial intentions than students having an intuitive or analytical cognitive style. Finally, it is proposed that non-formal entrepreneurship education will be more positively associated with entrepreneurial intentions than will formal entrepreneurship education. The proposed methodology is a pre and post Experimental Design. The sample will include young adults, their age range from 18 till 35 years old including both students enrolled in formal entrepreneurship education programs in private universities as well as young adults who are willing to participate in a Non-Formal entrepreneurship education programs in Egypt. Attention is now given on how far individuals are analytical or intuitive in their cognitive style, to what extent it is possible to have a balanced thinking style and whether or not this can be aided by training or education. Therefore, there is an urge need for further research on entrepreneurial cognition in educational contexts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20style" title="cognitive style">cognitive style</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20intention" title=" entrepreneurial intention"> entrepreneurial intention</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship%20education" title=" entrepreneurship education"> entrepreneurship education</a>, <a href="https://publications.waset.org/abstracts/search?q=experimental%20design" title=" experimental design "> experimental design </a> </p> <a href="https://publications.waset.org/abstracts/76650/the-origin-and-development-of-entrepreneurial-cognition-the-impact-of-entrepreneurship-education-on-cognitive-style-and-subsequent-entrepreneurial-intention" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76650.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">7813</span> Innovative Approaches to Formal Education: Effect of Online Cooperative Learning Embedded Blended Learning on Student's Academic Achievement and Attitude</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohsin%20Javed">Mohsin Javed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> School Education department is usually criticized for utilizing quite low or fewer academic days due to many reasons like extreme weather conditions, sudden holidays, summer vocations, pandemics and, terrorism etc. The purpose of the experimental study was to determine the efficacy of online cooperative learning (OCL) integrated in the rotation model of blended learning. The effects on academic achievement of students and students' attitude about OCL embedded learning were assessed. By using a posttest only control group design, sixty-two first-year students were randomly allocated to either the experimental (30) or control (32) group. The control group received face to face classes for six sessions per week, while the experimental group had three OCL and three formal sessions per week under rotation model. Students' perceptions of OCL were evaluated using a survey questionnaire. Data was analyzed by independent sample t test and one sample t test. According to findings, the intervention greatly improved the state of the dependent variables. The results demonstrate that OCL can be successfully implemented in formal education using a blended learning rotation approach. Higher secondary institutions are advised to use this model in situations like Covid 19, smog, unexpected holidays, instructor absence from class due to increased responsibilities, and summer vacations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title="blended learning">blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20cooperative%20learning" title=" online cooperative learning"> online cooperative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=rotation%20model%20of%20blended%20learning" title=" rotation model of blended learning"> rotation model of blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=supplementing" title=" supplementing"> supplementing</a> </p> <a href="https://publications.waset.org/abstracts/173300/innovative-approaches-to-formal-education-effect-of-online-cooperative-learning-embedded-blended-learning-on-students-academic-achievement-and-attitude" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173300.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">59</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">7812</span> Investigating Factors Influencing Online Formal and Informal Learning Satisfaction of College Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lei%20Zhang">Lei Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Li%20Ji"> Li Ji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Formal learning and informal learning represent two distinct learning styles: one is systematic and organized, another is causal and unstructured. Although there are many factors influencing online learning satisfaction, including self-regulation, self-efficacy, and interaction, factors influencing online formal learning and informal learning satisfaction may differ from each other. This paper investigated and compared influential factors of online formal and informal learning. Two questionnaires were created based on previous studies to explore factors influencing online formal learning and online informal learning satisfaction, respectively. A sample of 105 college students from different departments in a university located in the eastern part of China was selected to participate in this study. They all had an online learning experience and agreed to fill out questionnaires. Correlation analysis, variance analysis, and regression analysis were employed in this study. In addition, five participants were chosen for interviews. The study found that student-content, interaction, self-regulation, and self-efficacy related positively to both online formal learning and informal learning satisfaction. In addition, compared to online formal learning, student-content interaction in informal learning was the most influential factor for online learning satisfaction, perhaps that online informal learning was more goal-oriented and learners paid attention to the quality of content. In addition, results also revealed that interactions among students or teachers had little impact on online informal learning satisfaction. This study compared influential factors in online formal and informal learning satisfaction helped to add discussions to online learning satisfaction and contributed to further practices of online learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20satisfaction" title="learning satisfaction">learning satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=formal%20learning" title=" formal learning"> formal learning</a>, <a href="https://publications.waset.org/abstracts/search?q=informal%20learning" title=" informal learning"> informal learning</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a> </p> <a href="https://publications.waset.org/abstracts/119904/investigating-factors-influencing-online-formal-and-informal-learning-satisfaction-of-college-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119904.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">164</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=formal%20education&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=formal%20education&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=formal%20education&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=formal%20education&page=5">5</a></li> <li class="page-item"><a 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