Educational Development and Strategic Planning

Teaching is an intervention which allows someone to learn as fully as they are able. Universities and colleges should provide students with the structures and support they need to learn, and recognise and minimise the barriers to learning which do not relate to a student‟s ability. We are still only part of the way along the journey of understanding what we need to provide our students with in order to enable them to learn best, what kinds of interventions can and should be made, what skills and attributes are needed by teachers and leaders in post compulsory education. Strategic planning in educational development is about finding out what should be done to improve our provision for students, and putting the resources and infrastructure in place to enable those changes to happen

TOWARDS A FUTURISTIC EDUCATIONAL DEVELOPMENT IN NIGERIA

Majority of the nations of the world were colonized and went through wars at various times, but had turned around their fortunes through economic and educational reforms. In Nigeria however, there had been series of educational reforms from: 7/6-5-4 to 6-3-3-4 and now 9-3-4 system. Similarly, the recent reform in the higher education sector which has resulted into the conversion of the nation’s higher technical educational institutions to degree awarding universities, which arose largely from the disparity between the graduates of the two institutions in the labor market and the fallen standard of education. This paper presents a critical review of the various educational reforms with a view to designing a viable educational model based on the examples of some developed and developing nations. It attempts to proffer solutions to some of the existing problems

Monitoring in educational development projects : the development of a monitoring system

Monitoring in education is usually focused on the monitoring of educational systems at different levels. Monitoring of educational projects receives only recently explicit attention. The paper discusses first the concepts of educational monitoring and evaluation. After that, the experience with developing a monitoring system in an educational development project is described as a case. These experiences, in combination with literature on project monitoring in other contexts, provide a rich source of ideas, lessons learned, and problems to avoid in designing project monitoring

Educational Content, Educational Institutions and Economic Development: Lessons from History

Individuals’ choices of educational content are often shaped by the political economy of government policies that determine the incentives to acquire various skills. We first present a model to show how differences in educational content emerge as an equilibrium outcome of private decisions and government policy choices. We then illustrate these dynamics in two historical circumstances. In medieval Europe, states and the Church found individuals trained in Roman law valuable, and eventually supported investments in this new form of human capital. This had positive effects on Europe’s commercial and institutional development. In late 19th-century China, elites were afraid of the introduction of Western science and engineering and continued to select civil servants - who enjoyed substantial rents—based on their knowledge of Confucian classics. As a result, China lacked skills useful in modern industry. Finally, we present a variety of other contemporary and historical applications of this theory.Educational Content; Educational Institutions; Political Economy; Development

Simulation modelling: Educational development roles for learning technologists

Simulation modelling was in the mainstream of CAL development in the 1980s when the late David Squires introduced this author to the Dynamic Modelling System. Since those early days, it seems that simulation modelling has drifted into a learning technology backwater to become a member of Laurillard's underutilized, ‘adaptive and productive’ media. Referring to her Conversational Framework, Laurillard constructs a pedagogic case for modelling as a productive student activity but provides few references to current practice and available resources. This paper seeks to complement her account by highlighting the pioneering initiatives of the Computers in the Curriculum Project and more recent developments in systems modelling within geographic and business education. The latter include improvements to system dynamics modelling programs such as STELLA®, the publication of introductory textbooks, and the emergence of online resources. The paper indicates several ways in which modelling activities may be approached and identifies some educational development roles for learning technologists. The paper concludes by advocating simulation modelling as an exemplary use of learning technologies ‐ one that realizes their creative‐transformative potential

Ethical Development and Diversity Training for Educational Leaders

In the 21st century schools must meet the challenges of current and anticipated increases in racial and ethnic student populations. In turn, school principals must be prepared to lead diverse student populations to high levels of achievement. To facilitate adequate leadership preparation, therefore, the diversity training of educational leaders in given settings must be reworked so that the achievement gap between non-white and white students can be closed. Furthermore, restructuring of principal training is best accomplished through consensus within the profession, based on the tenets of the democratic values of respect, acceptance, and appreciation of diversity. The purpose of this paper is to add to the body of knowledge in educational leadership degree and certification programs in regard to diversity standards and social justice relevance. This paper provides an overview of a social justice agenda that includes five key elements. The first is a discussion of the term diversity and American demography. The second element is a summary of the sociopolitical context of social justice. The third element is an examination of multicultural education. The fourth element is an overview of educational administration programs. The last element is a review of the moral and ethical leadership standards for educational administrators

Development of a tabletop guidance system for educational robots

The guidance of a vehicle in an outdoor setting is typically implemented using a Real Time Kinematic Global Positioning System (RTK-GPS) potentially enhanced by auxiliary sensors such as electronic compasses, rotation encoders, gyroscopes, and vision systems. Since GPS does not function in an indoor setting where educational competitions are often held, an alternative guidance system was developed. This article describes a guidance method that contains a laser-based localization system, which uses a robot-borne single laser transmitter spinning in a horizontal plane at an angular velocity up to 81 radians per second. Sensor arrays positioned in the corners of a flat rectangular table with dimensions of 1.22 m × 1.83 m detected the laser beam passages. The relative time differences among the detections of the laser passages gave an indication of the angles of the sensors with respect to the laser beam transmitter on the robot. These angles were translated into Cartesian coordinates. The guidance of the robot was implemented using a uni-directional wireless serial connection and position feedback from the localization system. Three experiments were conducted to test the system: 1) the accuracy of the static localization system was determined while the robot stood still. In this test the average error among valid measurements was smaller than 0.3 %. However, a maximum of 3.7 % of the measurements were invalid due to several causes. 2) The accuracy of the guidance system was assessed while the robot followed a straight line. The average deviation from this straight line was 3.6 mm while the robot followed a path with a length of approximately 0.9 m. 3) The overall performance of the guidance system was studied while the robot followed a complex path consisting of 33 sub-paths. The conclusion was that the system worked reasonably accurate, unless the robot came in close proximity