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Education</title> <meta name="description" content="Search results for: Ministry of Education"> <meta name="keywords" content="Ministry of 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="Ministry of 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> 7723</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Ministry of Education</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7723</span> Data Integrity between Ministry of Education and Private Schools in the United Arab Emirates</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rima%20Shishakly">Rima Shishakly</a>, <a href="https://publications.waset.org/abstracts/search?q=Mervyn%20Misajon"> Mervyn Misajon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Education is similar to other businesses and industries. Achieving data integrity is essential in order to attain a significant supporting for all the stakeholders in the educational sector. Efficient data collect, flow, processing, storing and retrieving are vital in order to deliver successful solutions to the different stakeholders. Ministry of Education (MOE) in United Arab Emirates (UAE) has adopted ‘Education 2020’ a series of five-year plans designed to introduce advanced education management information systems. As part of this program, in 2010 MOE implemented Student Information Systems (SIS) to manage and monitor the students’ data and information flow between MOE and international private schools in UAE. This paper is going to discuss data integrity concerns between MOE, and private schools. The paper will clarify the data integrity issues and will indicate the challenges that face private schools in UAE. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20management%20information%20systems%20%28EMIS%29" title="education management information systems (EMIS)">education management information systems (EMIS)</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20information%20system%20%28SIS%29" title=" student information system (SIS)"> student information system (SIS)</a>, <a href="https://publications.waset.org/abstracts/search?q=United%20Arab%20Emirates%20%28UAE%29" title=" United Arab Emirates (UAE)"> United Arab Emirates (UAE)</a>, <a href="https://publications.waset.org/abstracts/search?q=ministry%20of%20education%20%28MOE%29" title=" ministry of education (MOE)"> ministry of education (MOE)</a>, <a href="https://publications.waset.org/abstracts/search?q=%28KHDA%29%20the%20knowledge%20and%20human%20development%20authority" title=" (KHDA) the knowledge and human development authority"> (KHDA) the knowledge and human development authority</a>, <a href="https://publications.waset.org/abstracts/search?q=Abu%20Dhabi%20educational%20counsel%20%28ADEC%29" title=" Abu Dhabi educational counsel (ADEC)"> Abu Dhabi educational counsel (ADEC)</a> </p> <a href="https://publications.waset.org/abstracts/43280/data-integrity-between-ministry-of-education-and-private-schools-in-the-united-arab-emirates" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43280.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">222</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">7722</span> Experts' Perception of Secondary Education Quality Management Challenges in Ethiopia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aklilu%20Alemu">Aklilu Alemu</a>, <a href="https://publications.waset.org/abstracts/search?q=Tak%20Cheung%20Chan"> Tak Cheung Chan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Following the intensification of secondary education in the developing world, the attention of Ethiopia has currently shifted to its quality education and its management. This study is aimed to explore experts’ perceptions of quality management challenges in secondary education in Ethiopia. The researchers employed a case study design recruiting participating supervisors from the Ministry of Education, region, zone, wereda, and cluster by using a purposeful sampling technique. Twenty-six interviewees took part in this study. The researchers employed NVivo 8 versions together with a thematic analysis process to analyze the data. This study revealed that major problems that affected quality management practices in Ethiopia were: lack of qualified experts at all levels; lack of accountability in every echelon; the changing nature of teacher education; the ineffectiveness of teacher-licensing programs; and lack of educational budget and the problem of utilizing this limited budget. The study concluded that the experts at different levels were not genuinely fulfilling their roles and responsibilities. Therefore, the Ministry of Finance and Economic Development, together with the concerned parties, needs to reconsider budget allocation for secondary education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20quality" title="education quality">education quality</a>, <a href="https://publications.waset.org/abstracts/search?q=Ethiopia" title=" Ethiopia"> Ethiopia</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20challenge" title=" quality challenge"> quality challenge</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20management" title=" quality management"> quality management</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20education" title=" secondary education"> secondary education</a> </p> <a href="https://publications.waset.org/abstracts/144531/experts-perception-of-secondary-education-quality-management-challenges-in-ethiopia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144531.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">216</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">7721</span> The Higher Education Accreditation Foreign Experience for Ukraine</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dmytro%20Symak">Dmytro Symak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The experience in other countries shows that, the role of accreditation of higher education as one of the types of quality assurance process for providing educational services increases. This was the experience of highly developed countries such as USA, Canada, France, Germany, because without proper quality assurance process is impossible to achieve a successful future of the nation and the state. In most countries, the function of Higher Education Accreditation performs public authorities, in particular, such as the Ministry of Education. In the US, however, the quality assurance process is independent on the government and implemented by private non-governmental organization - the Council of Higher Education Accreditation. In France, the main body that carries out accreditation of higher education is the Ministry of National Education. As part of the Bologna process is the mutual recognition and accreditation of degrees. While higher education institutions issue diplomas, but the ministry could award the title. This is the main level of accreditation awarded automatically by state universities. In total, there are in France next major level of accreditation of higher education: - accreditation for a visa: Accreditation second level; - recognition of accreditation: accreditation of third level. In some areas of education to accreditation ministry should adopt formal recommendations on specific organs. But there are also some exceptions. Thus, the French educational institutions, mainly large Business School, looking for non-French accreditation. These include, for example, the Association to Advance Collegiate Schools of Business, the Association of MBAs, the European Foundation for Management Development, the European Quality Improvement System, a prestigious EFMD Programme accreditation system. Noteworthy also German accreditation system of education. The primary here is a Conference of Ministers of Education and Culture of land in the Federal Republic of Germany (Kultusministerkonferenz or CCM) was established in 1948 by agreement between the States of the Federal Republic of Germany. Among its main responsibilities is to ensure quality and continuity of development in higher education. In Germany, the program of bachelors and masters must be accredited in accordance with Resolution Kultusministerkonerenz. In Ukraine Higher Education Accreditation carried out the Ministry of Education, Youth and Sports of Ukraine under four main levels. Ukraine's legislation on higher education based on the Constitution Ukraine consists of the laws of Ukraine ‘On osvititu’ ‘On scientific and technical activity’, ‘On Higher osvititu’ and other legal acts and is entirely within the competence of the state. This leads to considerable centralization and bureaucratization of the process. Thus, analysis of expertise shined can conclude that reforming the system of accreditation and quality of higher education in Ukraine to its integration into the global space requires solving a number of problems in the following areas: improving the system of state certification and licensing; optimizing the network of higher education institutions; creating both governmental and non-governmental organizations to monitor the process of higher education in Ukraine and so on. <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=accreditation" title=" accreditation"> accreditation</a>, <a href="https://publications.waset.org/abstracts/search?q=decentralization" title=" decentralization"> decentralization</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20institutions" title=" education institutions"> education institutions</a> </p> <a href="https://publications.waset.org/abstracts/56679/the-higher-education-accreditation-foreign-experience-for-ukraine" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56679.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">337</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">7720</span> Effectiveness of School Strategic Planning: The Case of Fijian Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=G.%20Lingam">G. Lingam</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Lingam"> N. Lingam</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Raghuwaiya"> K. Raghuwaiya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Fiji, notable among the recent spate of educational reforms has been the Ministry of Education’s (MoEs) requirement that all schools undertake a process of school strategic planning. This preliminary study explores perceptions of a sample of Fijian teachers on the way this exercise has been conducted in their schools. The analysis of both quantitative and qualitative data indicates that school leaders’ lack of knowledge and skills in school strategic planning is a major limitation. As an unsurprising consequence, the process(es) schools adopted did not conform to what the literature suggests as best planning practices. School leaders need more training to ensure they are better prepared to carry out this strategic planning effectively, especially in widening the opportunities for all who have a stake in education to contribute to the process. Implications of the findings are likely to be pertinent to other developing contexts within and beyond the Pacific region for the training of school leaders to ensure they are better equipped to orchestrate and benefit from educational reforms thrust upon them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20strategic%20planning" title="school strategic planning">school strategic planning</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20reforms" title=" educational reforms"> educational reforms</a>, <a href="https://publications.waset.org/abstracts/search?q=Fijian%20schools" title=" Fijian schools"> Fijian schools</a>, <a href="https://publications.waset.org/abstracts/search?q=Ministry%20of%20Education" title=" Ministry of Education"> Ministry of Education</a> </p> <a href="https://publications.waset.org/abstracts/12683/effectiveness-of-school-strategic-planning-the-case-of-fijian-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12683.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">372</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7719</span> Education for Sustainable Development and Primary Education in China: A Case Study </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ronghui%20%28Kevin%29%20Zhou">Ronghui (Kevin) Zhou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research intends to explore the enactment of Education for Sustainable Development (ESD), in term of the ESD concept, in primary schools in China, and investigate the factors that have positively or negatively impacted the outcome of ESD in urban primary schools in China. The proposed research question is: how is the ESD concept perceived and enacted by the local education stakeholders. This research is conducted in multiple primary schools in China and has questionnaired and interviewed multiple education stakeholders, including school principals, school teachers, and bureau from the municipal Ministry of Education. Factor analysis, regression analysis, and critical discourse analysis are adopted to interpret and analyze the data. The preliminary findings suggest that contested ESD definition, education system pressures, education policy enforcement, and power dynamics between stakeholders are the key factors that have determined to what degree is ESD enacted, and to what extent is ESD practiced in primary schools in China. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20for%20sustainable%20development" title="education for sustainable development">education for sustainable development</a>, <a href="https://publications.waset.org/abstracts/search?q=China" title=" China"> China</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20education" title=" primary education"> primary education</a>, <a href="https://publications.waset.org/abstracts/search?q=case%20study" title=" case study"> case study</a> </p> <a href="https://publications.waset.org/abstracts/125546/education-for-sustainable-development-and-primary-education-in-china-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125546.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">166</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">7718</span> The Views of Teachers, Students and Parents on the FATIH Project</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=%C5%9Eemsettin%20%C5%9Eahin">Şemsettin Şahin</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmet%20O%C4%9Fuz%20Akt%C3%BCrk"> Ahmet Oğuz Aktürk</a>, <a href="https://publications.waset.org/abstracts/search?q=%C4%B0smail%20%C3%87elik"> İsmail Çelik</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the views of teachers, students and students' parents on the FATIH (Movement of Enhancing Opportunities and Improving Technology) Project, which was put into service by the Ministry of National Education in cooperation with the Ministry of Transportation in Turkey in November 2010 for the purpose of increasing students' success and planned to be completed within 5 years. The study group consisted of teachers employed in a pilot school in the province of Karaman in central Turkey included within the scope of the FATIH Project, students attending this school and parents whose children are students in that school. The research data were collected through forms developed by the researchers to determine the views of teachers, students and students' parents on the FATIH Project. The descriptive analysis method, one of the qualitative research methods, was used in the study. An analysis of the data revealed that a large majority of the teachers and the students believed that if computers were used to serve their set purpose, then they could make considerable contributions to education. A large majority of the students' parents, on the other hand, regard the use of computers in education as a great opportunity for the students. The views of the teachers, students and students' parents on the FATIH Project usually overlap. Most of the participants in the study pointed out that the FATIH Project was intended to use technology effectively in education. Moreover, each individual participant described their role in the FATIH Project in accordance with their relative position and stated that they could perform whatever was expected of them for the effective and efficient use and progress of the project. The views of the participants regarding the FATİH Project vary according to the kind of the participants. <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=FATIH%20project" title=" FATIH project"> FATIH project</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/3098/the-views-of-teachers-students-and-parents-on-the-fatih-project" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3098.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">441</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">7717</span> Riding the Crest of the Wave: Inclusive Education in New Zealand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Barbara%20A.%20Perry">Barbara A. Perry</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In 1996, the New Zealand government and the Ministry of Education announced that they were setting up a "world class system of inclusive education". As a parent of a son with high and complex needs, a teacher, school Principal and Disability studies Lecturer, this author will track the changes in the journey towards inclusive education over the last 20 years. Strategies for partnering with families to ensure educational success along with insights from one of those on the crest of the wave will be presented. Using a narrative methodology the author will illuminate how far New Zealand has come towards this world class system of inclusion promised and share from personal experience some of the highlights and risks in the system. This author has challenged the old structures and been part of the setting up of new structures particularly for providing parent voice and insight; this paper provides a unique view from an insider’s voice as well as a professional in the system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disability%20studies" title="disability studies">disability studies</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title=" inclusive education"> inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education" title=" special education"> special education</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20with%20families%20with%20children%20with%20disability" title=" working with families with children with disability"> working with families with children with disability</a> </p> <a href="https://publications.waset.org/abstracts/70137/riding-the-crest-of-the-wave-inclusive-education-in-new-zealand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70137.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">251</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">7716</span> Industry Practitioners Involvement in Taiwan Vocational Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hsiao%20Tseng%20Lin">Hsiao Tseng Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Szu%20Mei%20Hsiao"> Szu Mei Hsiao</a>, <a href="https://publications.waset.org/abstracts/search?q=Mei%20Chun%20Yuan"> Mei Chun Yuan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Today's rapid development of industrial pulsation, how to reduce the gap between the academics and industry need become an important issue in vocational education. Beginning in 2015, a two-year program for teaching excellence, funded by the Ministry of Education Taiwan, is implemented by Meiho University, with a total project funding of $ 1.5 million USD. One of the innovated highlights of this program is to invite 188 industry practitioners to participate in collaborative teaching for 175 classes and 28 industry practitioners to be as mentors too. 56 industry practitioners are also invited to participate in curriculum planning and design. Students' overall satisfaction with the program was more than 4.5 (out of 5.0). This paper aims to evaluate the effectiveness and discusses the limit of the practitioners program. This study has revealed and provided some valuable perspectives how to best ensure the ongoing involvement of industry practitioners in vocational education. The findings of this study are valuable to those involved in designing collaborative teaching curriculum and delivering a course for vocational education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20teaching" title="collaborative teaching">collaborative teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=industry%20practitioners" title=" industry practitioners"> industry practitioners</a>, <a href="https://publications.waset.org/abstracts/search?q=mentor" title=" mentor"> mentor</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20education" title=" vocational education"> vocational education</a> </p> <a href="https://publications.waset.org/abstracts/68411/industry-practitioners-involvement-in-taiwan-vocational-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68411.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">434</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">7715</span> Economic Growth through Quality in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Mushir%20Khan">Mohammad Mushir Khan</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Satyanarayana"> C. Satyanarayana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Education is considered as one of the prime bottlenecks in the economic growth of India. The Ministry of Human Resource & Development, Government of India has, therefore, given special attention to this issue and the Gross Enrollment Ratio (GER) in Higher Education has increased marginally during last five years, with the efforts and various policy decisions like Right to Education (RTE) and other fee reimbursement schemes, initiated by the State Governments. But still this is one of the lowest, if assessed at the global level. It is true that the GER has improved but the survey reveals that the quality has been badly affected. This paper tries to assess the impact of lack of quality education in various sectors that affects Indian Economy and thereby signifies the need of immediate policy decision at the government level. It is to be noted that in higher education, science, management, engineering and technology plays vital role as far as shaping country’s economy is concerned and as such the quality needs to be addressed, particularly, in these streams. The paper, after carefully studying lots of survey reports and other government/ non-government documents recommends measures to be initiated by the Central Government, on priority, for improving quality of education. The quality up-gradation in higher education single handedly provides real fuel to the India’s growth Engine, as it has potential to touch each and every sector that strengthens country’s economy. <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=economy" title=" economy"> economy</a>, <a href="https://publications.waset.org/abstracts/search?q=accreditation" title=" accreditation"> accreditation</a>, <a href="https://publications.waset.org/abstracts/search?q=industry" title=" industry"> industry</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology "> technology </a> </p> <a href="https://publications.waset.org/abstracts/18691/economic-growth-through-quality-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18691.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">424</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">7714</span> Preparing Education Enter the ASEAN Community: The Case Study of Suan Sunandha Rajabhat University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sakapas%20Saengchai">Sakapas Saengchai</a>, <a href="https://publications.waset.org/abstracts/search?q=Vilasinee%20Jintalikhitdee"> Vilasinee Jintalikhitdee</a>, <a href="https://publications.waset.org/abstracts/search?q=Mathinee%20Khongsatid"> Mathinee Khongsatid</a>, <a href="https://publications.waset.org/abstracts/search?q=Nattapol%20Pourprasert"> Nattapol Pourprasert</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper studied the preparing education enter the ASEAN Community by the year 2015 the Ministry of Education has policy on ASEAN Charter, including the dissemination of information to create a good attitude about ASEAN, development of students' skills appropriately, development of educational standards to prepare for the liberalization of education in the region and Youth Development as a vital resource in advancing the ASEAN community. Preparing for the liberalization of education Commission on Higher Education (CHE) has prepared Thailand strategic to become ASEAN and support the free trade in higher education service; increasing graduate capability to reach international standards; strengthening higher educational institutions; and enhancing roles of educational institutions in the ASEAN community is main factor in set up long-term education frame 15 years, volume no. 2. As well as promoting Thailand as a center for education in the neighbor countries. As well as development data centers of higher education institutions in the region make the most of the short term plan is to supplement the curriculum in the ASEAN community. Moreover, provides a teaching of English and other languages used in the region, creating partnerships with the ASEAN countries to exchange academics staff and students, research, training, development of joint programs, and system tools in higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ASEAN%20community" title="ASEAN community">ASEAN community</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=institution" title=" institution"> institution</a>, <a href="https://publications.waset.org/abstracts/search?q=dissemination%20of%20information" title=" dissemination of information"> dissemination of information</a> </p> <a href="https://publications.waset.org/abstracts/20413/preparing-education-enter-the-asean-community-the-case-study-of-suan-sunandha-rajabhat-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20413.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">472</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">7713</span> Relationships of Clergy Work-Family Enrichment with Job Attitudes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=John%20Faucett">John Faucett</a>, <a href="https://publications.waset.org/abstracts/search?q=Hao%20Wu"> Hao Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Bruce%20Moore"> Bruce Moore</a>, <a href="https://publications.waset.org/abstracts/search?q=Sean%20Nadji"> Sean Nadji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The demands of the ministry often conflict with responsibilities at home, and clergy often experience domain ambiguity between the domains of work and family. However, the unique level of family involvement in the pastor’s profession might enrich the pastor’s ministry as well as the functioning of the family unit. Life in the church family might offer clergy family members a sense of meaning and purpose, social support, and a feeling of belonging. Church activities can offer enhanced opportunities for family interaction. The purpose of this study was to investigate the relationships of work/family enrichment to clergy job satisfaction, burnout, engagement, and withdrawal. Method: Participants were clergy serving within a state conference of the United Methodist Church. A survey was administered electronically, with e-mails and the United Methodist Church (UMC) Facebook page used as access points to the survey. Usable responses for this portion of the survey were obtained from 132 clergy. Participants completed The Work-Family Enrichment Scales, The Utrecht Work Engagement Scale, The Scale of Emotional Exhaustion in Ministry, The Satisfaction in Ministry Scale, and a scale of withdrawal developed for the present study. They also answered questions relating to how involved their spouses are in their ministry and the degree to which spouse involvement in church ministry strengthens church ministry. Findings: Higher scores for work to family enrichment correlated positively with job satisfaction (r = - .69, p < .01) and engagement (r = .50, p < .01), and negatively with burnout (r = -.48, p < .01) and withdrawal (r = -.46, p < .01). Higher scores for family to work enrichment correlated positively with job satisfaction (r = .29, p = .01) and engagement (.24, p < .05), and negatively with burnout (r = -.48, p < .01), and withdrawal (r = -.46, p < .01). Hierarchical regression analysis suggested that clergy perceptions concerning the degree to which spouse involvement in church ministry strengthens church ministry moderates the relationship between degree of spouse involvement in church activities and clergy withdrawal. To the degree that spouse involvement is believed to strengthen ministry, high spouse involvement is related to less clergy withdrawal (Multiple R-Squared = .068, Adj. R-Squared = .043, F = 2.69 on 3 & 110 DF, p = .05). Concluding Statement: Clergy job attitudes are related to work/family enrichment. Spouse involvement in parish ministry is associated with less clergy withdrawal, as long as clergy believe spouse involvement strengthens their ministry. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=clergy" title="clergy">clergy</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20exhaustion" title=" emotional exhaustion"> emotional exhaustion</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20engagement" title=" job engagement"> job engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20satisfaction" title=" job satisfaction"> job satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=work%2Ffamily%20enrichment" title=" work/family enrichment"> work/family enrichment</a> </p> <a href="https://publications.waset.org/abstracts/84353/relationships-of-clergy-work-family-enrichment-with-job-attitudes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84353.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">206</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">7712</span> Manager-Sensitive Theological Curricula: Rethinking Pastoral Care for Christians in High Positions Based on a Namibian Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Florence%20Matsveru">Florence Matsveru</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The 21st-century church in Africa is faced with a myriad of challenges, which need attention. One of those challenges is pastoral ministry to congregants in high positions. This paper is based on a Ph.D. study entitled, ‘Wellbeing and work performance of Christians in managerial positions: A Namibian case study’ conducted between 2015 and 2018. The study was conducted with 32 purposively selected Christians working in managerial positions in Ohangwena Region, Namibia. The study employed a mixed-methods approach, i.e., both qualitative (to get participants’ feelings and perceptions) and quantitative (to get proportions of the experiences and perceptions). The research process involved a questionnaire survey and interviews. The study revealed that Christians in managerial positions have both common and unique experiences in three spheres: the workplace, the family and the church. The experiences lead to physical, emotional, psychological, social and spiritual needs. The findings also showed that some of the expectations placed upon Christians in managerial positions in the church may be unrealistic, while at the same time this group of congregants want to use their work experiences for the benefit of the church. A worrying finding was that pastors are generally not well-trained for ministry to congregants in high positions. Since these were perceptions of the participants (some of whom were also pastors), the researcher went further to do a short internet survey of the curricula of a number of theological colleges in Southern Africa. This survey did not show any ‘manager-sensitive’ modules in the surveyed colleges. Theological education for pastors, especially in African theological institutions, seems to ignore the unique needs of congregants in high positions. This paper argues that the needs of Christians in high positions should be considered in pastoral care and that theological education is key in equipping pastors with the necessary knowledge and skills. This paper is, therefore, a call to theological institutions to include ministry to people in high positions in their curricula. Pastors who are already beyond theological school may find it helpful to attend or hold workshops that focus on congregants in high positions so that this kind of 'sheep' will find good pasture in the church. A paper of this nature helps to strengthen pastoral ministry and to enhance the relevance of theological education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Christian%20managers" title="Christian managers">Christian managers</a>, <a href="https://publications.waset.org/abstracts/search?q=theological%20curricula" title=" theological curricula"> theological curricula</a>, <a href="https://publications.waset.org/abstracts/search?q=pastoral%20care" title=" pastoral care"> pastoral care</a>, <a href="https://publications.waset.org/abstracts/search?q=African" title=" African"> African</a> </p> <a href="https://publications.waset.org/abstracts/100988/manager-sensitive-theological-curricula-rethinking-pastoral-care-for-christians-in-high-positions-based-on-a-namibian-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100988.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">131</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7711</span> Performance Management in Higher Education: Lessons from Germany's New Public Management System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Patrick%20Oehler">Patrick Oehler</a>, <a href="https://publications.waset.org/abstracts/search?q=Nicholas%20Folger"> Nicholas Folger</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Following a new public management approach, Germany has widely reformed its higher education system around the turn of the millennium. Aimed at preparing the country’s publicly funded universities and applied science colleges for a century of glory, the reforms led to the introduction of rigid performance measurement and management practices, which disrupted the inert system on all levels. Yet, many of the new policies met significant resistance, and some of them had to be reversed over time. Ever since Germany has struggled to find a balance between its pre- and its post-millennial approach to performance measurement and management. This contribution combines insights of a joint research project, which was created and funded by the German Federal Ministry of Education and Research with the aim to better understand the effects of its performance measurement and management policies, including those the ministry had implemented over the previous decades. The research project combines researchers from 17 German research institutions who employed a wide range of theories from various disciplines and very diverse research methods to explain performance measurement and management and their consequences on the behavior of various stakeholders in higher education systems. In these projects, performance measurement and management have been researched from three angles—education, research, and third mission. The collaborative project differentiated functional and dysfunctional elements of common performance measurement and management practices, and identified key problems with these practices, such as (1) oversimplification of performance indicators, (2) ‘overmeasurement’ of performance in general, (3) excessive use of quantitative indicators, and (4), a myopic focus on research-focused indicators and a negligence of measures targeting education and third mission. To address these issues, the collaborative project developed alternative approaches to performance measurement and management, including suggestions for qualitative performance measures, improved supervision, review, and evaluations methods, and recommendations how to better balance education, research, and third mission. The authors would like to share the rich findings of the joint research project with an international audience and discuss their implications for alternative higher education systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=performance%20measurement" title="performance measurement">performance measurement</a>, <a href="https://publications.waset.org/abstracts/search?q=performance%20management" title=" performance management"> performance management</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20public%20management" title=" new public management"> new public management</a>, <a href="https://publications.waset.org/abstracts/search?q=performance%20evaluation" title=" performance evaluation"> performance evaluation</a> </p> <a href="https://publications.waset.org/abstracts/71104/performance-management-in-higher-education-lessons-from-germanys-new-public-management-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71104.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">270</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">7710</span> The Role of Social Isolation and Its Relevance Towards the Intersex Condition for Policy Management of Inclusive Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hamza%20Iftikhar">Hamza Iftikhar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The intersex person’s social isolation condition is the leading concern in inclusive educational practices. It provides for the relevance of intersex communities with the influence of social isolation on their education and well-being. Given the underlying concern, this paper stresses the isolation-free condition of the intersex community by facilitating inclusive education. The Atkinson and Shiffrin Model and Behaviorism-Based Intersex Theory supports inclusive education by extending the desire for the significant management of stereotypes, quality teaching, parental beliefs, expressions, physique, and intersex attribution. The reducing role of social isolation for inclusive education is analyzed using the qualitative research method. The semi-structured interview research instrument is used for the data collection from the Ministry of Human Rights, Educational Institutions, and inter-sex Representatives. The results show that managing directors and heads of educational institutions frame policy management for the free social isolation of intersex persons, which is relevant through inclusive education. The implication of this paper is to provide a better social condition for intersex persons towards inclusive education through effective policy management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20isolation" title="social isolation">social isolation</a>, <a href="https://publications.waset.org/abstracts/search?q=inter-sex" title=" inter-sex"> inter-sex</a>, <a href="https://publications.waset.org/abstracts/search?q=relevance" title=" relevance"> relevance</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title=" inclusive education"> inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=policy%20management" title=" policy management"> policy management</a> </p> <a href="https://publications.waset.org/abstracts/174390/the-role-of-social-isolation-and-its-relevance-towards-the-intersex-condition-for-policy-management-of-inclusive-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174390.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">7709</span> Barriers That Special Education Teachers Faced When Working with Students with Intellectual Disabilities in an Inclusion Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Faris%20Algahtani">Faris Algahtani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Every child has a right to education. This is one of the laws in the constitution and it empowers every child to access knowledge but it does not, however, allocate special interest to the rights of education for children with disabilities. It also does not address the challenges that teachers of such children face while trying to educate them. This study was conducted at government schools of Saudi Arabia. As the teaching profession is the most valuable profession and deserves to have its challenges tackled. This paper explores the challenges that teachers face as they try to teach students who have intellectual disabilities (ID). It looks at the daily challenges of a teacher who has to teach both children with disabilities and those without. The literature review shed light on the various aspects of mainstream education from the classroom to the outside environment to the teachers involved in mainstream education. The study employed qualitative methods in which Focus Group Discussions were utilized and Twenty (N=20) special education teachers were randomly sampled from primary schools through 6 groups of teachers from 6 different schools were interviewed through semi-structured interviews with the aim of drawing collective perceptions rather than personal perceptions about the challenges. The study found that most teachers had similar perceptions about the challenges that teachers face as they educate students with intellectual disabilities. The study recommends that The Ministry of Education should consider increasing the availability of special needs courses, workshops and conference for special education teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intellectual%20disabilities" title="intellectual disabilities">intellectual disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=mainstream%20schools" title=" mainstream schools"> mainstream schools</a>, <a href="https://publications.waset.org/abstracts/search?q=disabilities" title=" disabilities"> disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education%20teachers" title=" special education teachers"> special education teachers</a> </p> <a href="https://publications.waset.org/abstracts/105110/barriers-that-special-education-teachers-faced-when-working-with-students-with-intellectual-disabilities-in-an-inclusion-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105110.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">135</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">7708</span> Spirituality in Adults with Developmental Disabilities in the Practice of Pastoral Care Ministry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olutayo%20Stephen%20Shodipo">Olutayo Stephen Shodipo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores how individuals with disabilities understand and express their spirituality like everyone else can help provide church ministers and religious leaders with new knowledge of human experience and change the way pastoral care ministry is being practiced with this population. Disability literature has revealed studies on various aspects of disability. However, on the spirituality of people with disabilities, there is a gap. This paper offers a brief overview of what has been studied on the spiritual needs of adults with developmental disabilities (ADDs) and the church and the gap that still exists. Along with explaining this gap, it considers the reality of ADDs’ spiritual needs and why the church needs to validate their spirituality and religious expressions and create an inclusive environment where their spiritual experience and expressions can be enhanced and supported. This paper, then, aims to explore the diverse spiritual experiences of ADDs in faith communities, and their theological, moral, and social implications for Pastoral care ministry practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=spirituality" title="spirituality">spirituality</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20ministry" title=" inclusive ministry"> inclusive ministry</a>, <a href="https://publications.waset.org/abstracts/search?q=pastoral%20theology" title=" pastoral theology"> pastoral theology</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20disability" title=" developmental disability"> developmental disability</a>, <a href="https://publications.waset.org/abstracts/search?q=pastoral%20care" title=" pastoral care"> pastoral care</a> </p> <a href="https://publications.waset.org/abstracts/141426/spirituality-in-adults-with-developmental-disabilities-in-the-practice-of-pastoral-care-ministry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141426.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">206</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">7707</span> Factors Affecting the Success of Private Higher Education Businesses in Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nasir%20Khalid">Nasir Khalid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Malaysia, higher education is big business. There are many companies that are willing if not already to invest heavily in higher education for students that aspire to pursue their degree in diploma, undergraduate as well as graduate studies. These companies sometimes even have a joint venture twinning program with other already established universities in and across Europe, Australia, the United States, and Canada. Some of these investments have been successful whereas others find themselves limited by the obstacle of receiving new students. Recently, the Malaysian Ministry of Higher Education has stopped issuing licenses to set up private institutions of higher education. This paper will thus examine the factors affecting the success of private higher education businesses in Malaysia. The samples will consist of thirty private institutions [N=30]. Among the factors that will be mentioned in the literature are academic programs, student quality and achievement, student employability, alumni satisfaction, student enrolment, institutional environment, lecturer-quality and effectiveness of supporting staff. A questionnaire was developed and analyzed using statistical analysis. The result of this study found that the top three factors affecting the success of private higher education businesses in Malaysia are student enrolment, institutional environment and the academic programs offered. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20business" title="higher education business">higher education business</a>, <a href="https://publications.waset.org/abstracts/search?q=successful%20business%20factors" title=" successful business factors"> successful business factors</a>, <a href="https://publications.waset.org/abstracts/search?q=private%20institutions" title=" private institutions"> private institutions</a>, <a href="https://publications.waset.org/abstracts/search?q=business%20in%20Malaysia" title=" business in Malaysia"> business in Malaysia</a> </p> <a href="https://publications.waset.org/abstracts/34792/factors-affecting-the-success-of-private-higher-education-businesses-in-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34792.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">317</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">7706</span> Policies and Practice of Refugee Education from Malaysian Perspective: Preliminary Findings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20H.%20A.%20Hamid">A. H. A. Hamid</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20A.%20Zainuddin"> N. A. Zainuddin</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Y.%20M.%20Nor"> M. Y. M. Nor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Millions of child refugees leave their countries in the hope of better and safer lives particularly in the aspect of education. However, the education access for the child refugees is strongly depending on the policies made by the federal and local governments. Malaysia, in particular, is a country which does not have a specific educational policy that is inclusive of child refugees. Hence, this study explores the feasibility of possible educational policy that specifically caters the needs of child refugees in Malaysia. These are preliminary findings of a case study which involved thirty-five postgraduate students in a local university who undertook Educational Policy coursework and five teachers in a refugee community centre in Kuala Lumpur, Malaysia. Interviews were recorded, transcribed and thematically analysed in relation to issues highlighted in the refugee education literature. The findings showed that most of the informants felt there is an urgent need of a systematic intervention put in place by the local government to cater to the needs of equal education access to the child refugees. A further large scale study is needed in the near future by integrating different perspectives of relevant stakeholders for an effective, efficient and sustainable policy formulation and implementation related to child refugees in Malaysia. The findings may be of interests to the educators, the ministry of education, state education office, district education office, teachers, parents and surrounding communities for their awareness about the needs of refugee education and the feasibility of educational policy for child refugees in the country. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=child%20refugees" title="child refugees">child refugees</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20policy" title=" educational policy"> educational policy</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title=" inclusive education"> inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=Malaysia" title=" Malaysia"> Malaysia</a> </p> <a href="https://publications.waset.org/abstracts/102239/policies-and-practice-of-refugee-education-from-malaysian-perspective-preliminary-findings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102239.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">150</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">7705</span> Recent Policy Changes in Israeli Early Childhood Frameworks: Hope for the Future</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yaara%20Shilo">Yaara Shilo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Early childhood education and care (ECEC)in Israel has undergone extensive reform and now requires daycare centers to meet internationally recognized professional standards. Since 1948, one of the aims of childcare facilities was to enable women’s participation in the workforce.A 1965 law grouped daycare centers for young children with facilities for the elderly and for disabled persons under the same authority. In the 1970’s, ECEC leaders sought to change childcare from proprietary to educational facilities. From 1976 deliberations in the Knesset regarding appropriate attribution of ECEC frameworks resulted in their being moved to various authorities that supported women’s employment: Ministries of Finance, Industry, and Commerce, as well as the Welfare Department. Prior to 2018, 75% of infants and toddlers in institutional care were in unlicensed and unsupervised settings. Legislative processes accompanied the conceptual change to an eventual appropriate attribution of ECEC frameworks. Position papers over the past two decades resulted in recommendations for standards conforming to OECD regulations. Simultaneous incidents of child abuse, some resulting in death, riveted public attention to the need for adequate government supervision, accelerating the legislative process. Appropriate care for very young children must center on quality interactions with caregivers, thus requiring adequate staff training. Finally, in 2018 a law was passed stipulating standards for staff training, proper facilities, child-adult ratios, and safety measures. The Ariav commission expanded training to caregivers for ages 0-3. Transfer of the ECEC to the Ministry of Education ensured establishment of basic training. Groundwork created by new legislation initiated professional development of EC educators for ages 0-3. This process should raise salaries and bolster the system’s ability to attract quality employees. In 2022 responsibility for ECEC ages 0-3 was transferred from the Ministry of Finance to the Ministry of Education, shifting emphasis from proprietary care to professional considerations focusing on wellbeing and early childhood education. The recent revolutionary changes in ECEC point to a new age in the care and education of Israel’s youngest citizens. Implementation of international standards, adequate training, and professionalization of the workforce focus on the child’s needs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=policy" title="policy">policy</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood" title=" early childhood"> early childhood</a>, <a href="https://publications.waset.org/abstracts/search?q=care%20and%20education" title=" care and education"> care and education</a>, <a href="https://publications.waset.org/abstracts/search?q=daycare" title=" daycare"> daycare</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a> </p> <a href="https://publications.waset.org/abstracts/157655/recent-policy-changes-in-israeli-early-childhood-frameworks-hope-for-the-future" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157655.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">115</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">7704</span> The Service Appraisal of Soldiers of the Army of the Czech Republic in the Context of Personal Expenses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tereza%20Dole%C4%8Dkov%C3%A1">Tereza Dolečková</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Following article provides the comparison of international norms and standards formulating personal expenses, and then it illustrates the national concept of personal expenses of the Ministry of Defence. Then a new salary system of soldiers and the importance of the service appraisal in the context of personal expenses of the Ministry of Defence are explained. The first part of the article includes formulation of the approach to the definition of personal expenses within the international norms and standards and also within the Ministry of Defence of the Czech Republic. The structure of employees of the Ministry of Defence of the Czech Republic in years 2012 – 2014 and the amount of military expenses and the share of salary expenses of the Ministry of total expenses of the Ministry are clarified there, also the comparison of the amount of military expenses in chosen member states of the North Atlantic Treaty Organization is done. The salary system of professional soldiers in connection with the amendment of the Act No. 221/1999 Coll. on Professional Soldiers is clarified in the second part of this article. The amendment significantly regulates the salary items of soldiers but changes are also in the service appraisal of soldiers which reflects one of seven salary items of soldiers – the performance bonus. The aim of this article is to clarify different approach to define personal expenses with emphasis on the Ministry of Defence of the Czech Republic which overlaps to the service appraisal of soldiers of the Army of the Czech Republic and their salary system in connection with personal expenses of the Ministry of Defence of the Czech Republic. The efficient and objective system of the service appraisal and the use of its results are connected to the principles of the career advancement; only the best soldiers can advance in the system of the service careers to higher positions. That is why it is necessary to improve the service appraisal so it would provide the maximum information about the performance of a soldier and it would also motivate the soldier in his development. The attention should be paid to the service appraisal of the soldiers of the Army of the Czech Republic to achieve as much objectivity as possible. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=career" title="career">career</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20resource%20management%20and%20development" title=" human resource management and development"> human resource management and development</a>, <a href="https://publications.waset.org/abstracts/search?q=personal%20expenses" title=" personal expenses"> personal expenses</a>, <a href="https://publications.waset.org/abstracts/search?q=salary%20system%20of%20soldiers" title=" salary system of soldiers"> salary system of soldiers</a>, <a href="https://publications.waset.org/abstracts/search?q=service%20appraisal%20of%20soldiers" title=" service appraisal of soldiers"> service appraisal of soldiers</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20Army%20of%20the%20Czech%20Republic" title=" the Army of the Czech Republic"> the Army of the Czech Republic</a> </p> <a href="https://publications.waset.org/abstracts/45845/the-service-appraisal-of-soldiers-of-the-army-of-the-czech-republic-in-the-context-of-personal-expenses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45845.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">250</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">7703</span> Students With Special Educational Needs in Regular Classrooms and their Peer Effects on Learning Achievement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jos%C3%A9%20Mar%C3%ADa%20Renteria">José María Renteria</a>, <a href="https://publications.waset.org/abstracts/search?q=Vania%20Salas"> Vania Salas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the impact of inclusive education on the educational outcomes of students without Special Educational Needs (non-SEN) in Peru, utilizing official Ministry of Education data and implementing cross-sectional regression analyses. Inclusive education is a complex issue that, without appropriate adaptations and comprehensive understanding, can present substantial challenges to the educational community. While prior research from developed nations offers diverse perspectives on the effects of inclusive education on non-SEN students, limited evidence exists regarding its impact in developing countries. Our study addresses this gap by examining inclusive education in Peru and its effects on non-SEN students, thereby contributing to the existing literature. the findings reveal that, on average, the presence of SEN students in regular classrooms does not significantly affect their non-SEN counterparts. However, we uncover heterogeneous effects contingent on the specific type of SEN and students’ academic placement. These results emphasize the importance of targeted resources, specialized teachers, and parental involvement in facilitating successful inclusive education, particularly for specific SEN types and students positioned at the lower end of the academic achievement spectrum. In summary, this study underscores the need for tailored strategies and additional resources to foster the success of inclusive education and calls for further research in this field to expand our understanding and enhance educational policy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title="inclusive education">inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20educational%20needs" title=" special educational needs"> special educational needs</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20achievement" title=" learning achievement"> learning achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=Peru" title=" Peru"> Peru</a>, <a href="https://publications.waset.org/abstracts/search?q=Basic%20education" title=" Basic education"> Basic education</a> </p> <a href="https://publications.waset.org/abstracts/176236/students-with-special-educational-needs-in-regular-classrooms-and-their-peer-effects-on-learning-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176236.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">81</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">7702</span> Exploring the Current Practice of Integrating Sustainability into the Social Studies and Citizenship Education Curriculum in the Saudi Educational Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aiydh%20Aljeddani">Aiydh Aljeddani</a>, <a href="https://publications.waset.org/abstracts/search?q=Fran%20Martin"> Fran Martin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study mainly aims at exploring and understanding the current practice of social studies and citizenship education curriculum contribution to sustainability literacy and competency of the ninth and tenth grade students in the Saudi general education context. This study stems from a need for conducting research in general education contexts in order to prepare future graduate students who possess fundamental elements of education for sustainable development. To the best of our knowledge, the literature on education for sustainable development reveals that little research has been conducted so far on general education contexts and this study will add new knowledge in the literature. The study is interpretive in nature and employs a qualitative case study approach, and ethnography methodologies to understand deeply this complex educational phenomenon. 167 participants took part in this study, they were from six general education schools and made up of 25 teachers, and 142 students. Document analysis, semi-structured interviews, nominal group technique, and passive participant observation were used in order to gather the data for this study. The outcomes of the study showed the keenness of the Saudi government on promoting and raising awareness education for sustainable development among its younger generation via a sustainable development promoting curriculum. However, applying this vision in a real school setting, particularly via the social studies and citizenship education curriculum in grades nine and ten, has been challenging for different reasons as revealed by this study. First, incorporating sustainability in the social studies and citizenship education curriculum in the Saudi grade ninth and tenth grade, is based on the vision of the Saudi government but the ministry of education’s rules and regulations do not support it. Moreover, the circulars issued by the ministry are also not supportive of teachers and students efforts to implement a sustainable development education curriculum. Second, teachers, as members of this community who play a significant role in achieving the objectives of incorporating sustainability, are often seen as technicians and not as professional human beings. They are confined to the curriculum, the classroom and stripped of their will power by the school management and the educational administration. The subjects, who are students here, are also not prepared nor guided to achieve the objects. In addition, the tools mediated between subjects and objects are not convenient. There were some major challenges regarding the contradictions in incorporating sustainability processes such as demanding creativity from a teacher who is overloaded with tasks irrelevant to teaching and teachers’ training programs not meeting the teachers’ training needs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=practice" title="practice">practice</a>, <a href="https://publications.waset.org/abstracts/search?q=integrating%20sustainability" title=" integrating sustainability"> integrating sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum" title=" curriculum"> curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20context" title=" educational context"> educational context</a> </p> <a href="https://publications.waset.org/abstracts/78045/exploring-the-current-practice-of-integrating-sustainability-into-the-social-studies-and-citizenship-education-curriculum-in-the-saudi-educational-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78045.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">391</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7701</span> The Legality of the Individual Education Plan from the Teachers’ Perspective in Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sohil%20I.%20Alqazlan">Sohil I. Alqazlan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction and Objectives: The individual educational plans (IEPs) is the cornerstone in education for students with special education need (SEN). The Saudi government supported the students’ right to have an IEP, and their education is one of the primary goals for the Ministry of Education (MoE). However, this support does not reflect the huge government investment. For example, some SEN students do not have an IEP, and poor communication was found between IEP teams and student's families. As a result, this study investigated perspectives and understandings of the IEP from the views of SEN teachers in the Saudi context. Methods: This study design utilised a qualitative approach, where in-depth semi-structured interviews were used with 8 SEN teachers in Riyadh (the capital city of Saudi Arabia) schools. In terms of analysing the interviews’ findings, the researcher used the thematic analyses approach. Results and Conclusion: The legality and the consideration of the legal document in Saudi Arabia are the main areas wherein study participants were questioned. It was observed that the IEP is not considered a legal document in the region of Saudi Arabia. As interpreted from the response of the SEN teachers, the IEP lacks the required legality with respect to its implementation in Saudi Arabia. All teachers were in agreement that the IEP is not considered to be a legal document in the Kingdom of Saudi Arabia. As a result, they did not use it for all their students with SEN. Such findings might have affected the teaching quality, and school outcomes as all SEN students must be supported individually depending on their needs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=individual%20education%20plan" title="individual education plan">individual education plan</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education" title=" special education"> special education</a>, <a href="https://publications.waset.org/abstracts/search?q=IEP" title=" IEP"> IEP</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/141208/the-legality-of-the-individual-education-plan-from-the-teachers-perspective-in-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141208.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">171</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">7700</span> Access to Education and Adopted Identity of the Rohingya Amid Government Restrictions in Bangladesh</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ishrat%20Zakia%20Sultana">Ishrat Zakia Sultana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The consistent persecution, ethnic cleansing, and genocide against the Rohingya in Burma resulted four major influxes of the Rohingya people to the neighboring country Bangladesh. After the latest influx of October 2016 and August 2017, the total number of Rohingya in Bangladesh stands somewhere between 900,000 to over one million, placing Bangladesh much ahead with the number of refugees compared to Dadaab and Kakuma in Kenya, Bidibidi in Uganda and Zaatari in Jordan. While Bangladesh received recognition and appreciation for receiving a huge number of the Rohingya, one of the fundamental human rights of the Rohingya – education – has never been fulfilled in Bangladesh. The Ministry of Disaster Management and Relief of the government of Bangladesh has been looking after the Rohingya and managing various programs for the Rohingya. On its website, the Ministry claims that it provides the basic supports/services to the Rohingya, including providing education. In practice, however, education for the Rohingya include only the provisions for registered Rohingya refugees – who are a very small number of populations among the entire Rohingya hosted in Bangladesh – and that is only up to grade 7 within the registered camps at Teknaf and Ukhia of Cox’s Bazar district of the country. There is no answer of the question, ‘What’s next’? Although refugees in Canada, Sudan, Turkey and other countries have been allowed to go to mainstream schools, Rohingya refugees in Bangladesh are not allowed to do so legally. Due to the lack of proof of nationality of the Rohingya, the government of Bangladesh imposes restrictions on their access to Bangladeshi schools. However, despite their vulnerability and statelessness, many Rohingyas are desperate to pursue education outside the camps and find their own way not only within Cox’s Bazar but also even in the capital city of the country. But they must hide their refugee identity to accomplish this. My research aims to explore how they manage to get admission amid government restrictions on their access to education in the mainstream institutions in Bangladesh. It will reveal how Rohingya people use adopted identity to get access to education in Bangladesh, and how they apply their own techniques to achieve their goals without having government approved identity. This research examined the strategies the Rohingya applied to manage documents related to their identity to ensure their admission to Bangladeshi education institutions – in schools, colleges, and universities. The research employed a qualitative approach. It used semi structured individual interviews and Focused Group Discussions (FGDs) with 20 male and female Rohingya refugees who are 18 years old and above, and have enrolled in Bangladeshi education institutions with adopted identity. Also I interviewed 5 local community members and policy makers to understand their perceptions and roles in this process. The findings of this research will allow the policy makers to rethink the outcomes of the restrictions on Rohingya’s education in Bangladesh, the ramifications of the denial of Rohingya’s access to education, and initiate policy dialogues on how to allow Rohingya refugees to pursue education in Bangladesh in legal way. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rohingya" title="Rohingya">Rohingya</a>, <a href="https://publications.waset.org/abstracts/search?q=Refugee" title=" Refugee"> Refugee</a>, <a href="https://publications.waset.org/abstracts/search?q=Bangladesh" title=" Bangladesh"> Bangladesh</a>, <a href="https://publications.waset.org/abstracts/search?q=Education" title=" Education"> Education</a> </p> <a href="https://publications.waset.org/abstracts/175840/access-to-education-and-adopted-identity-of-the-rohingya-amid-government-restrictions-in-bangladesh" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175840.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">64</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7699</span> Exploring and Evaluating the Current Style of Teaching Biology in Saudi Universities from Teachers' Points of View</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ibraheem%20Alzahrani">Ibraheem Alzahrani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Saudi Arabia ministry of higher education has established 24 universities across various cities in the kingdom. The universities have the mandate of sustaining technological progress in both teaching and learning. The present study explores the statues of teaching in Saudi universities, focusing on biology, a critical curriculum. The paper explores biology teachers’ points of view is several Saudi higher education institutions through questionnaires disseminated via emails. According to the findings, the current teaching methods are traditional and the teachers believe that it is critical to change it. This study also, reviews how biology has been taught in the kingdom over the past, as well as how it is undertaken presently. In addition, some aspects of biology teaching are considered, including the biology curriculum and learning objectives in higher education biology. <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=teaching%20style" title=" teaching style"> teaching style</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional%20learning" title=" traditional learning"> traditional learning</a>, <a href="https://publications.waset.org/abstracts/search?q=electronic%20learning" title=" electronic learning"> electronic learning</a>, <a href="https://publications.waset.org/abstracts/search?q=web%202.0%20applications" title=" web 2.0 applications"> web 2.0 applications</a>, <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title=" blended learning"> blended learning</a> </p> <a href="https://publications.waset.org/abstracts/30333/exploring-and-evaluating-the-current-style-of-teaching-biology-in-saudi-universities-from-teachers-points-of-view" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30333.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">384</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">7698</span> Comparative Analysis of VTEC Bank of Rollers Brake Testers versus Maha, Ryme and Dynamometric Platform Testers Used at Ministry of Transport Facilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carolina%20Senabre">Carolina Senabre</a>, <a href="https://publications.waset.org/abstracts/search?q=Sergio%20Valero"> Sergio Valero</a>, <a href="https://publications.waset.org/abstracts/search?q=Emilio%20Velasco"> Emilio Velasco</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research objective is to compare the differences of brake measurements obtained with the same vehicle when braking on VTEQ Ministry of Transport (MOT) brake testers versus others such as Maha, Ryme and a dynamometric platform. These different types of brake testers have been used and analyzed by the mechanical engineering staffs at the mechanical laboratory at the Miguel Hernández University. Parameters of the vehicle have been controlled to be the same in all tests. Therefore, brake measurements variability will be due to the tester used. Advances and disadvantages of each brake tester have been analyzed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=brake%20tester" title="brake tester">brake tester</a>, <a href="https://publications.waset.org/abstracts/search?q=Ministry%20of%20transport" title=" Ministry of transport"> Ministry of transport</a>, <a href="https://publications.waset.org/abstracts/search?q=longitudinal%20braking" title=" longitudinal braking"> longitudinal braking</a>, <a href="https://publications.waset.org/abstracts/search?q=Bank%20of%20Rollers" title=" Bank of Rollers"> Bank of Rollers</a> </p> <a href="https://publications.waset.org/abstracts/54505/comparative-analysis-of-vtec-bank-of-rollers-brake-testers-versus-maha-ryme-and-dynamometric-platform-testers-used-at-ministry-of-transport-facilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54505.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">342</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">7697</span> Practitioner System in Vocational Education: Perspectives of Academics and Industry Practitioners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hsiao-Tseng%20Lin">Hsiao-Tseng Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Nguyen%20Ngoc%20Dat"> Nguyen Ngoc Dat</a>, <a href="https://publications.waset.org/abstracts/search?q=Szu-Mei%20Hsiao"> Szu-Mei Hsiao</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20J.%20Hern%C3%A1ndez-D%C3%ADaz"> R. J. Hernández-Díaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The practitioner system has become an important tool for universities working to shrink the gap between industry and vocational education. Beginning in 2015, Meiho University conducted a consecutive three-year program for teaching excellence, funded in part by Taiwan’s Ministry of Education, with a total project funding of over $2.5 million USD. One of the highlights of this program is the recruitment of 300 industry practitioners to participate in collaborative teaching, a dual-mentor system, and curriculum planning. More than 60% of the practitioners boast more than 10 years of practical industry experience, and 52% of them have earned master's degree or higher. Students rated their overall program satisfaction over 4.5(out of 5.0) on average. This study explores the perspectives of academics and industry practitioners using in-depth interviews and surveys, along with an examination of the challenges of the practitioner system. The paper enables the framing of practitioner system policies by vocational education institutions and industry to facilitate more effective and efficient transfer of knowledge between academics and practitioners, leading to enhanced university competitive advantage, which would ultimately benefit society. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20teaching" title="collaborative teaching">collaborative teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=industry%20practitioners" title=" industry practitioners"> industry practitioners</a>, <a href="https://publications.waset.org/abstracts/search?q=practitioner%20system" title=" practitioner system"> practitioner system</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20education" title=" vocational education"> vocational education</a> </p> <a href="https://publications.waset.org/abstracts/82363/practitioner-system-in-vocational-education-perspectives-of-academics-and-industry-practitioners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82363.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">211</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">7696</span> Wheel Diameter and Width Influence in Variability of Brake Data Measurement at Ministry of Transport Facilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carolina%20Senabre">Carolina Senabre</a>, <a href="https://publications.waset.org/abstracts/search?q=Sergio%20Valero"> Sergio Valero</a>, <a href="https://publications.waset.org/abstracts/search?q=Emilio%20Velasco"> Emilio Velasco</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The brake systems of vehicles are tested periodically by a “brake tester” at Ministry of Transport (MOT) stations. This tester measures the effectiveness of vehicle. This parameter is established by the International Committee of Vehicle Inspection (CITA). In this paper, we present an investigation of the influence of the tire size on the measurements of brake force on three MOT brake testers. We performed an analysis of the vehicle braking capacity test at MOT stations. The influence of varying wheel diameter and width on the measurement of braking at MOT stations has been analyzed. Thereby, the MOT brake tester as a verification system for a vehicle has been evaluated. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=brake%20tester" title="brake tester">brake tester</a>, <a href="https://publications.waset.org/abstracts/search?q=ministry%20of%20transport%20facilities" title=" ministry of transport facilities"> ministry of transport facilities</a>, <a href="https://publications.waset.org/abstracts/search?q=wheel%20diameter" title=" wheel diameter"> wheel diameter</a>, <a href="https://publications.waset.org/abstracts/search?q=efficiency" title=" efficiency"> efficiency</a> </p> <a href="https://publications.waset.org/abstracts/48087/wheel-diameter-and-width-influence-in-variability-of-brake-data-measurement-at-ministry-of-transport-facilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48087.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">375</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">7695</span> Structural Equation Modeling Exploration for the Multiple College Admission Criteria in Taiwan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tzu-Ling%20Hsieh">Tzu-Ling Hsieh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> When the Taiwan Ministry of Education implemented a new university multiple entrance policy in 2002, most colleges and universities still use testing scores as mainly admission criteria. With forthcoming 12 basic-year education curriculum, the Ministry of Education provides a new college admission policy, which will be implemented in 2021. The new college admission policy will highlight the importance of holistic education by more emphases on the learning process of senior high school, except only on the outcome of academic testing. However, the development of college admission criteria doesn’t have a thoughtful process. Universities and colleges don’t have an idea about how to make suitable multi-admission criteria. Although there are lots of studies in other countries which have implemented multi-college admission criteria for years, these studies still cannot represent Taiwanese students. Also, these studies are limited without the comparison of two different academic fields. Therefore, this study investigated multiple admission criteria and its relationship with college success. This study analyzed the Taiwan Higher Education Database with 12,747 samples from 156 universities and tested a conceptual framework that examines factors by structural equation model (SEM). The conceptual framework of this study was adapted from Pascarella's general causal model and focused on how different admission criteria predict students’ college success. It discussed the relationship between admission criteria and college success, also the relationship how motivation (one of admission standard) influence college success through engagement behaviors of student effort and interactions with agents of socialization. After processing missing value, reliability and validity analysis, the study found three indicators can significantly predict students’ college success which was defined as average grade of last semester. These three indicators are the Chinese language scores at college entrance exam, high school class rank, and quality of student academic engagement. In addition, motivation can significantly predict quality of student academic engagement and interactions with agents of socialization. However, the multi-group SEM analysis showed that there is no difference to predict college success between the students from liberal arts and science. Finally, this study provided some suggestions for universities and colleges to develop multi-admission criteria through the empirical research of Taiwanese higher education students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=college%20admission" title="college admission">college admission</a>, <a href="https://publications.waset.org/abstracts/search?q=admission%20criteria" title=" admission criteria"> admission criteria</a>, <a href="https://publications.waset.org/abstracts/search?q=structural%20equation%20modeling" title=" structural equation modeling"> structural equation modeling</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=education%20policy" title=" education policy"> education policy</a> </p> <a href="https://publications.waset.org/abstracts/81913/structural-equation-modeling-exploration-for-the-multiple-college-admission-criteria-in-taiwan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81913.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">178</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">7694</span> Drug Use Knowledge and Antimicrobial Drug Use Behavior</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pimporn%20Thongmuang">Pimporn Thongmuang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The import value of antimicrobial drugs reached approximately fifteen million Baht in 2010, considered as the highest import value of all modern drugs, and this value is rising every year. Antimicrobials are considered the hazardous drugs by the Ministry of Public Health. This research was conducted in order to investigate the past knowledge of drug use and Antimicrobial drug use behavior. A total of 757 students were selected as the samples out of a population of 1,800 students. This selected students had the experience of Antimicrobial drugs use a year ago. A questionnaire was utilized in this research. The findings put on the view that knowledge gained by the students about proper use of antimicrobial drugs was not brought into practice. This suggests that the education procedure regarding drug use needs adjustment. And therefore the findings of this research are expected to be utilized as guidelines for educating people about the proper use of antimicrobial drugs. At a broader perspective, correct drug use behavior of the public may potentially reduce drug cost of the Ministry of Public Health of Thailand. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=drug%20use%20knowledge" title="drug use knowledge">drug use knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=antimicrobial%20drugs" title=" antimicrobial drugs"> antimicrobial drugs</a>, <a href="https://publications.waset.org/abstracts/search?q=drug%20use%20behavior" title=" drug use behavior"> drug use behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=drug" title=" drug"> drug</a> </p> <a href="https://publications.waset.org/abstracts/3900/drug-use-knowledge-and-antimicrobial-drug-use-behavior" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3900.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 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