Suchergebnisse

There is a considerable literature concerning divided societies and the role of education in such societies. In the case of Northern Ireland, education is characterised by a largely separate system of education for its two main communities. There is also a considerably smaller integrated schools sector, where the two communities learn together. A more recent intervention is that of shared education where separate schools are retained but shared classes and other opportunities for sharing are offered. Politically, there has never been extensive support for integrated education, particularly from the two largest parties in the Assembly and power-sharing Executive: The Democratic Unionist Party and Sinn Féin. While not active proponents of integrated education the two parties have embraced shared education and with their own interpretation of its implementation. The introduction of shared education can be seen as a triumph as the two main parties in the coalition have agreed on a policy designed to bridge the gap in education. An alternative view is that shared education is the least-worst option for these two parties but may do little to advance reconciliation.

PurposeThe aim of this study is to develop and empirically test an integrated model incorporating the antecedents and consequences of service quality in a higher education context.Design/methodology/approachThis research employed both qualitative and quantitative research methods. The data from three focus groups, conducted at the Central Queensland University (CQU), Rockhampton, Australia, generated key themes and their interrelationships. The theoretical model was then tested using structural equation modelling technique on a sample of 528 university students.FindingsThe findings show that information (marketing communications) is more statistically significant than past experience as the antecedents of service quality. The consequences of service quality are composed of trust, satisfaction, and image. Overall, the results suggest a good validity of the theoretical model and the key paths in the model are found statistically significant, except past experience affecting service quality.Originality/valueThe model provides a good explanation of a university brand image, and perceived service quality was found playing an important role in this model. Universities intending to enhance their image are encouraged to consider focusing their efforts on marketing communication information, service quality, student satisfaction and trust.

In a neuropediatric review, the age at which a child is born to entering primary education is a golden age and a critical period in human life stages that will determine their further development. Toddlerhood is a vital stage where half of the total capacity of human intelligence has been formed. If at this age children's brains are not stimulated, their potential will not develop. By the age of 8 years, 80% of the human capacity for intelligence is formed. The children's intelligence capacity will reach 100% when they are around 18 years old. Toddlerhood is the golden age in which the brain grows and develops the fastest. This period is the right time to lay the foundations for developing cognitive, motor, language, socio-emotional, artistic, self-concept, moral, and spiritual abilities. The efforts to develop the potential of toddlers must be started to achieve their optimal growth and development. One of the efforts taken by the government and the community to achieve this goal is through the Posyandu (Integrated Service Post) and PAUD (Early Childhood Education).

Purpose
This paper aims to compare the findings from a survey of a cohort of students at an Australian regional university across two time points: immediately on commencing their first semester of study and at the end of their final semester of study to determine whether, and in what ways, these students' views concerning sustainability appear to have changed. This paper reports on a longitudinal study of the attitudes, beliefs and perceptions of undergraduate business students regarding a range of sustainability issues.


Design/methodology/approach
A paper-based questionnaire was delivered to approximately 250 first year and 150 third year students.


Findings
A factor analysis shows small but statistically different positive differences, which indicate that the revised curriculum has been successful in raising student awareness and achieving behaviour change.


Research limitations/implications
The study focussed on Australian undergraduate university business students, which reduced generalizability of the findings.


Practical implications
The findings of this study can inform instructors in higher education of student attitudes towards sustainability and climate change adaption and in turn inform changes to tertiary curriculum in sustainability and climate change adaption.


Originality/value
The authors confirm that the research is original and that all of the data provided in this paper is real and authentic. As the paper reports on the third phase of the longitudinal study, some parts of the methodology have been previously published but differ as they reflect the third phase of the study. The results of this study have not been previously published.

The issue of Almajiri education has been a subjectof discussion among scholars and a subject of great concern to the authorities.Almajiri education started from time immemorial in the Northern part of Nigeria.This paper tries to clarify how the whole process started; the variousdimensions the system took overtime and how government came in to rescue thedeteriorating state of the system by integrating the system with the modernsystem, thereby making the beneficiaries (Almajirai) learn both the Almajirieducation and the modern education simultaneously. In the end, the paper offerssuggestions as to how the system could be improved so as to meet the standardset by National Policy on Education and subsequently attain Education for All(EFA).

Since independence in 1963, the government of Kenya through the education ministry and its agencies has been advocating for the integrated and permeation approaches to values education (VE). This is premised on the assumption that these approaches are effectual. With reference to the secondary school Life Skills Education (LSE) programme, the paper interrogates this presupposition. This, the paper does through the lens of Socrates' insights on the concept of akrasia and knowledge, and Dewey's concept of appreciation. This way, the inquiry reckons that infusion and permeation are piecemeal approaches to VE, as such, they are inadequate. The approaches can often result in the acquisition of simulacra rather than knowledge of values. Hence, the inquiry makes a case for a separate values education subject in the formal school curriculum that should principally focus on helping learners to become virtuous people who appreciate values in lived experience. Such individuals can seldom perform akratic actions.