Mandatory external monitoring of curriculum framework implementation

2021 ◽  
Keyword(s):  
External Monitoring ◽  
Curriculum Framework

Vocational Colleges Curricula: A Comparative Study between Malaysia and Nigeria

2019 ◽  
Vol 2 (4) ◽  
pp. 90-96
Author(s):  
Halliru Shuaibu ◽  
Siti Hajar Mohd Amin ◽  
Sarimah Ismail ◽  
Yusri Kamin
Keyword(s):  
21St Century ◽  
School To Work ◽  
Job Requirements ◽  
Transmission Of Knowledge ◽  
Evaluation Strategies ◽  
Key Points ◽  
Curriculum Framework ◽  
Vocational Colleges ◽  
Wealth Generation ◽  
Effective Transmission

The aims of Vocational Colleges (VCs) are to give training and impart necessary skills leading to the production of craftsmen who will be enterprising and self-reliant. Many developing countries face the problem of unemployment among graduates; this may not be far from curricula modules mismatching job requirements. The scenario of low participation of private sector in skills development of graduates exists in Nigeria as a result of which the needs of local industries is not met. The objective of this paper is to compare the curriculum framework, courses/subjects-matter, aims, modes of transaction, and evaluation strategies in VCs in Malaysia and Nigeria. The methodology used in this study involved gathering previous studies on comparative analysis in education through Google Scholar, Science Direct, and JSTOR. Related Procedia were also retrieved from Elsevier. Literatures show that students have to adapt with 21st century knowledge, skills, innovative practice and competence as key points to job creation and wealth generation. The findings of this paper show that the curriculum structures in VCs in Malaysia are more updated than in Nigeria. However, curricula in VCs in Malaysia and Nigeria still need some improvements in entrepreneurship skills. This is necessary for effective transmission of knowledge and skills from school to work environment in the 21st century.

scholarly journals Understanding Early Childhood Science Education: Comparative Analysis of Australian and Finnish Curricula

2021 ◽  
Author(s):  
Sari Havu-Nuutinen ◽  
Sarika Kewalramani ◽  
Nikolai Veresov ◽  
Susanna Pöntinen ◽  
Sini Kontkanen
Keyword(s):  
Early Childhood ◽  
Science Education ◽  
Early Childhood Education ◽  
Comparative Study ◽  
Learning Outcomes ◽  
Science Curriculum ◽  
Early Years ◽  
Childhood Education ◽  
Curriculum Framework ◽  
International Comparative

AbstractThis research is a comparative study of Finnish and Australian science curricula in early childhood education (EC). The study aims to figure out the constructivist components of the science curriculum in two countries as well as locate the similarities and differences in the rationale and aims, contents, learning outcomes, learning activities, teacher’s role and assessment. The curriculum analysis framework developed by Van den Akker (2003) was used as a methodological framework for the curricula analysis. Based on the theory-driven content analyses, findings show that both countries have several components of constructivist curriculum, but not always clearly focused on science education. The Australian Early Years Learning Framework (EYLF) integrates children’s science learning within their five specific learning outcomes, whereas the Finnish national core curriculum for early childhood education and care has no defined learning outcomes in general. The Finnish curriculum more clearly than EYLF encompasses science and environmental education as a learning domain, within which children participate in targeted scientific activities to gain procedural knowledge in specific environmental-related concepts. More focus should be turned to the teachers’ role and assessment, which are not determined in science context in both countries. This international comparative study calls for the need of a considered EC curriculum framework that more explicitly has science domains with specifically defined rationale, aims, content areas, learning outcomes and assessment criteria. The implications lie in providing early childhood educators with tangible and theoretically solid curriculum framework and resources in order to foster scientific thinking in young children.

Anti-craving biofeedback program in clinical course of pathological addictions

2017 ◽  
Vol 41 (S1) ◽  
pp. s879-s879
Author(s):  
I. Sosin ◽  
Y. Chuev ◽  
A. Volkov ◽  
O. Goncharova
Keyword(s):  
Individual Preference ◽  
Emotional States ◽  
Digital Information ◽  
External Monitoring ◽  
Computer Testing ◽  
Mode Of Life ◽  
Competing Interest ◽  
The Individual ◽  
Monitoring Module ◽  
And Control

IntroductionModern clinical narcology searches for anti-craving programs to overcome psychoactive substances (PAS) pathological addiction with bio-adaptive regulation of systems (BARS).Aims and objectivesTo develop computer modified biofeedback program integrated with Luscher test.MethodTwenty-two PAS addicts who were undergoing biofeedback modified psycho-training were examined. Computer rheoencephalogram (REG) was used as an external monitoring module.ResultsTechnologically novel biofeedback computer modification was developed with preceding Luscher computer testing for determination of the individual preference colour and the colour producing individual unpleasant associations in respondents. Consequently, biofeedback program was corrected differentially by changing standard colour templates for those personified on monitor. Cerebral hemodynamics condition transferred to individually designed for a particular respondent colour registers is used as a homeostatic parameter reflecting alcohol craving presence/absence: in case of the disordered REG parameters the signal reflects the respondent's unpleasant (negative) colour, and with no craving the screen is filled with positive, pleasant, favourite colour. During BARS auto-training the respondents’ skills to mediate present subjective clinical PAS craving manifestations with unpleasant colour and the experimental auto-training method have been mastered, and those psycho emotional states which displace PAS craving symbolic colour from the screen are selected, and it is substituted with favourite colour (symbol of healthy mode of life motivations).ConclusionsUsage of combined BARS biofeedback improved effectiveness of the training and allowed to objectivize and control the condition of the patient getting reliable visual and digital information about either regress or activation of PAS craving and potential relapse of addictive behaviour.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Auditee Religiosity, External Monitoring, and the Pricing of Audit Services

2016 ◽  
Vol 152 (2) ◽  
pp. 409-436 ◽  
Author(s):  
Ferdinand A. Gul ◽  
Anthony C. Ng
Keyword(s):  
External Monitoring

The Use of Contract Adjustments to Lengthen the CEO Horizon in the Presence of Internal and External Monitoring

2013 ◽  
Vol 25 (1) ◽  
pp. 199-229 ◽  
Author(s):  
Shane S. Dikolli ◽  
Susan L. Kulp ◽  
Karen L. Sedatole
Keyword(s):  
Boards Of Directors ◽  
Data Availability ◽  
Shareholder Rights ◽  
Compensation Contracts ◽  
Job Change ◽  
External Monitoring ◽  
Increased Risk ◽  
Short Horizon ◽  
High Level ◽  
A Current

ABSTRACT We investigate whether boards of directors adjust compensation contracts to lengthen a CEO's decision horizon, and if the use of such contract adjustments depends on the levels of external (i.e., shareholder-based) and internal (i.e., board-based) CEO monitoring. Based on insights from the career-concerns literature, we identify short-horizon CEOs as those nearing retirement, at a firm with a current earnings decline or loss, and/or with an impending job change. We find that firms with a CEO identified as having a short-horizon place greater contract weight on forward-looking information. This horizon-lengthening contract adjustment is less pronounced when there is greater external monitoring (i.e., as proxied by a high level of shareholder rights), consistent with the intuition that increased shareholder rights mitigate CEO entrenchment, leading to less myopic decision making, independent of a contract adjustment. However, we also find that the horizon-lengthening contract adjustment is more pronounced when there is greater internal monitoring (i.e., as proxied by characteristics of the board), consistent with the intuition that increased employment risk from more intense internal monitoring itself creates a demand for increased incentive weights as a means of compensating the CEO for the increased risk. Data Availability: Data used for this study are derived from publicly available databases and proxy statements. JEL Classifications: M52; M41; J33.

An Undergraduate Medical Education Framework for Refugee and Migrant Health: Curriculum Development and Conceptual Approaches

2021 ◽  
Author(s):  
Douglas Gruner ◽  
Yael Feinberg ◽  
Maddie J. Venables ◽  
Syeda Shanza Hashmi ◽  
Ammar Saad ◽  
...  
Keyword(s):  
Service Learning ◽  
Global Health ◽  
Migrant Health ◽  
Cross Cultural ◽  
Learning Objectives ◽  
Cultural Communication ◽  
Community Service Learning ◽  
Health Curriculum ◽  
Cross Cultural Communication ◽  
Curriculum Framework

Abstract Background: International migration, especially forced migration, highlights important medical training needs including cross-cultural communication, human rights, as well as global health competencies for physical and mental healthcare. This paper responds to the call for a ‘trauma informed’ refugee health curriculum framework from medical students and global health faculty. Methods: We used a mixed-methods approach to develop a guiding medical undergraduate refugee and migrant health curriculum framework. We conducted a scoping review, key informant faculty interviews and e-surveys, and then, integrated our results into a competency-based curriculum framework with values and principles, learning objectives and curriculum delivery methods and evaluation. Results: The majority of our Canadian medical faculty respondents reported some refugee health learning objectives within their undergraduate medical curriculum. The most prevalent learning objective topics included access to care barriers, social determinants of health for refugees, cross-cultural communication skills, global health epidemiology, challenges and pitfalls of providing care and mental health. We report competency-based learning objectives and primary and secondary topics. We also discuss curriculum delivery and evaluation methods such as community service learning with reflection exercises. Conclusions: This guiding undergraduate medical education curriculum suggests integrating cross-cultural communication skills, exploration of access to care barriers for newcomers, and system approaches to improve refugee and migrant healthcare. Programs should also consider social determinants of health, community service learning and the development of links to community resettlement and refugee organizations.

A STUDY ON IMPLEMENTATION OF CONTINUOUS AND COMPREHENSIVE EVALUATION IN UPPER PRIMARY SCHOOLS OF KERALA

2016 ◽  
pp. 168-176
Author(s):  
R.G Kothari ◽  
Mary Vineetha Thomas
Keyword(s):  
Primary Schools ◽  
Comprehensive Evaluation ◽  
Secondary Level ◽  
The State ◽  
Quality Of Education ◽  
Government Schools ◽  
Curriculum Framework ◽  
Powerful Means ◽  
Made In

Evaluation is widely acknowledged as a powerful means of improving the quality of education. The introduction of Continuous and Comprehensive Evaluation (CCE) is considered as one of the major steps taken in this regard to improve and strengthen the quality of learner evaluation. The state of Kerala has been going through a series of educational reforms over the last decade or so and the introduction of CCE in the state is one among them. As emphasized by Kerala Curriculum Framework (2007) the implementation of new evaluation practices focusing on CCE was introduced right from primary to secondary level. Though the state has made all-out efforts to implement CCE in its true spirit, the questions that remain unanswered are that whether CCE has been actually and effectively implemented in all classes, what problems are being faced by teachers while implementing CCE. The present paper is a brief attempt made in this regard and is directed towards answering these questions and giving suggestions for the same. The study has been conducted on teachers of upper primary government schools of Kerala.

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