Healthy school-age kids (HSAK) program

The Healthy School-Age Kids (HSAK) program is a joint initiative of the Department of Health and Community Services and the Department of Employment, Education and Training and it works within the health promoting school model. It recognises the need for schools, health services, families and communities to work in partnership.   Its aim is to improve the health, well-being and learning outcomes of school-age children living in remote communities of the Northern Territory. This can be achieved by health and education staff working together with children, families and community for health promotion, education and provision of health services. The program components: health promotion in the school and community setting integration of other services and programs for school-age children health checks (screening). This manual is for: nurses, aboriginal health workers and doctors in remote communities school teachers and support staff in remote communities visiting health and education staff to remote communities community members of remote areas. A video Healthy School-Age Kids “Working Together” accompanies this manual and demonstrates how to carry out health checks

Newsletter of the analytical and capacity development partnership (ACDP), March 2015

The newsletter have information about OECD review of the Indonesia education sector, development of the Indonesia qualifications framework, teacher absenteeism in Indonesia, rural and remote area education strategic planning for Tanah Papua, improving the teaching of islamic education, and improving student assessment

Authority and Esteem Effects of Enhancing Remote Indigenous Teacher-Assistants' Mathematics-Education Knowledge and Skills

The interaction between Australia's Eurocentric education and the complex culture of remote Indigenous communities often results in Indigenous disempowerment and educational underperformance. This paper reports on a mathematics-education research project in a remote community to support Indigenous teacher assistants (ITAs) in mathematics and mathematics tutoring in an attempt to reverse Indigenous mathematics underperformance. It discusses teachers' and ITAs' power and authority within school and community, describes the project's design, and summarises the project's results in terms of affects and knowledge. It draws implications on the relation between ITA professional development (PD), affect, esteem, knowledge, authority, teacher-ITA partnerships, and enhanced Indigenous mathematics outcomes

Remote laboratories in teaching and learning – issues impinging on widespread adoption in science and engineering education

This paper discusses the major issues that impinge on the widespread adoption of remote controlled laboratories in science and engineering education. This discussion largely emerges from the work of the PEARL project and is illustrated with examples and evaluation data from the project. Firstly the rationale for wanting to offer students remote experiments is outlined. The paper deliberately avoids discussion of technical implementation issues of remote experiments but instead focuses on issues that impinge on the specification and design of such facilities. This includes pedagogic, usability and accessibility issues. It compares remote experiments to software simulations. It also considers remote experiments in the wider context for educational institutions and outlines issues that will affect their decisions as to whether to adopt this approach. In conclusion it argues that there are significant challenges to be met if remote laboratories are to achieve a widespread presence in education but expresses the hope that this delineation of the issues is a contribution towards meeting these challenges

An Illustration of Students’ Engagement with Mathematical Software using Remote Observation

Students using three types of spreadsheet calculators for understanding expected value were observed remotely. This remote observation involves the use of webcams and application sharing for observing students learning mathematics. The study illustrates how remote observation can be used for collecting mathematical education data and raises questions about the extent to which such a method can be used in future experiments

Test engineering education in Europe: the EuNICE-Test project

The paper deals with a European experience of education in industrial test of ICs and SoCs using remote testing facilities. The project addresses the problem of the shortage in microelectronics engineers aware with the new challenge of testing mixed-signal SoCs far multimedia/telecom market. It aims at providing test training facilities at a European scale in both initial and continuing education contexts. This is done by allowing the academic and industrial partners of the consortium to train engineers using the common test resources center (CRTC) hosted by LIRMM (Laboratoire d'Informatique, de Robotique et de Microelectronique de Montpellier, France). CRTC test tools include up-to-date/high-tech testers that are fully representative of real industrial testers as used on production testfloors. At the end of the project, it is aimed at reaching a cruising speed of about 16 trainees per year per center. Each trainee will have attend at least one one-week training using the remote test facilities of CRTC

Comparing Learning Platform Impact on Low Vision Education for Occupational Therapists

This pilot study examines the impact of face-to-face, remote, and hybrid learning platforms on satisfaction, confidence, and knowledge-application of occupational therapy practitioners during a synchronous low vision continuing education program. Fifteen participants were divided into three groups, each corresponding to one learning platform. They engaged in two 45-min learning sessions and completed pre, post, and follow-up surveys to measure the impact of the learning platform on the dependent variables of satisfaction, confidence, and knowledge application. No significant differences were found between learning platforms for the three variables, but improvements from pre to follow-up survey were found to be significant for confidence and knowledge application for all groups. These findings indicate that similar education provided to occupational therapy practitioners may result in improved confidence and knowledge application to clinical practice from the beginning to the end of the educational program, despite the learning platform. Flexibility with online learning options increased participation and adherence rates. Synchronous remote and hybrid learning platforms may be as effective as traditional face-to-face methods, specifically with increasing practitioner confidence and knowledge application. Remote options may reduce peer interactions but increase flexibility and convenience with scheduling for program scalability and accessibility

Beyond “appropriate” technology. Mobilizing education for development

Having established that technology mediated instruction of some kind\ud has potential and a valuable role to play in education for on the move and remote\ud area learners the paper looks at practice as documented and suggests that social\ud and cultural barriers are a greater challenge than technological ones. It concludes\ud by suggesting that successful implementation may depend both on use of familiar\ud technology i.e. phones rather than internet, and establishing for users a social and\ud cultural validity for using that technology for the delivery of education

Satellite-enabled interactive education: scenarios and systems architectures

There are specific sectors of the economy that can benefit from satellite-based tele-education. Areas, such as maritime and agriculture, share common needs for both broadband connectivity at remote geographical areas that cannot otherwise be covered, and for innovative content for tele-education purposes. Furthermore, each area has special requirements with regard to the type of content to be delivered. In this paper we propose a set of architectural designs and case scenarios that will realise such interactive end-to-end education systems based on satellite communications. Services requirements in this setting are also identified and discussed