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1 – 10 of over 138000Laser Narindro, Wahyu Hardyanto, Tri Joko Raharjo and Kardoyo Kardoyo
This study aims to evaluate and develop a model for an internal quality assurance system for school self-evaluation based on a management information system (MIS) for Vocational…
Abstract
Purpose
This study aims to evaluate and develop a model for an internal quality assurance system for school self-evaluation based on a management information system (MIS) for Vocational High Schools based on National Education Standards. MIS has been implemented by the Ministry of Education and Culture of the Republic of Indonesia since 2016, which is called SIAP-PADAMU NEGERI Application. Although that MIS has been running, it still needs analysis and development in terms of both MIS and education management function. The purpose of the development model of self-school evaluation is to manage data and information online, real-time and integrated to control educational quality as a baseline for stakeholders to make further strategic policies.
Design/methodology/approach
This research methodology uses Research and Development (R&D) with a unified theory of acceptance and use of technology as a research approach where research techniques use triangulation techniques. The education management function uses the POAC approach (planning, organization, actuating and controlling).
Findings
The achievement of standar nasional pendidikan (SNP) quality in the education level of Sekolah Menengah Kejuruan (SMK) in Semarang City Central Java Province in 2016 is generally categorized to SNP level 3. Thus, SNP internal quality achievement in SMK education level in Semarang City in the year 2016 has not reached SNP. For SMK education level, the best quality achievement is at the lowest standard of content and quality achievement in the assessment standard. In theoretic integrated MIS model makes it easy in quality data reconnaissance and accreditation school. All of the process flow has been integrated into one framework so as to facilitate the monitoring of internal and external quality of school conducted by stakeholders.
Originality/value
SNP quality achievement in SMK/Vocational High School Education Level in Semarang City is categorized in SNP quality achievement in level of 3 from 5 of SNP. Because of that, the internal quality achievement of SNP in SMK/Vocational High School in Semarang City in 2016 does not reach SNP yet. The achievement of quality for SNP in vocational high school education level in central Java still above of quality achievement of vocational high school in Semarang City.
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This study aims to investigate records management in selected government schools in South Africa.
Abstract
Purpose
This study aims to investigate records management in selected government schools in South Africa.
Design/methodology/approach
The study adopted a qualitative research approach to collect in-depth data from the principals or administrators working as records managers at the school level. In all, a sample of principals and administrators from seven schools were interviewed face-to-face to enable the researcher to visit the schools in person.
Findings
The findings indicate that although the principals or administrators make concerted efforts to manage school records, there is no uniform system in place for this purpose. This results in haphazard record keeping and records management at the schools. The study recommends that the Department of Basic Education in Limpopo develop a file plan or model for schools to use to manage records uniformly in a standardised manner that would support accountability, transparency and good governance.
Research limitations/implications
The study was limited to seven primary schools in Lebopo Circuit, Limpopo province and secondary schools were excluded.
Practical implications
The author obtained a thorough understanding and direct insight into how principals or administrators manage school records. This study makes recommendations for the effective management of records in government schools.
Originality/value
This is one of the few research papers on records management in government schools in South Africa.
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Mahantesh Halagatti, Soumya Gadag, Shashidhar Mahantshetti, Chetan V. Hiremath, Dhanashree Tharkude and Vinayak Banakar
Introduction: Numerous decision-making situations are faced in education where Artificial Intelligence may be prevalent as a decision-making support tool to capture streams of…
Abstract
Introduction: Numerous decision-making situations are faced in education where Artificial Intelligence may be prevalent as a decision-making support tool to capture streams of learners’ behaviours.
Purpose: The purpose of the present study is to understand the role of AI in student performance assessment and explore the future role of AI in educational performance assessment.
Scope: The study tries to understand the adaptability of AI in the education sector for supporting the educator in automating assessment. It supports the educator to concentrate on core teaching-learning activities.
Objectives: To understand the AI adaption for educational assessment, the positives and negatives of confidential data collections, and challenges for implementation from the view of various stakeholders.
Methodology: The study is conceptual, and information has been collected from sources comprised of expert interactions, research publications, survey and Industry reports.
Findings: The use of AI in student performance assessment has helped in early predictions for the activities to be adopted by educators. Results of AI evaluations give the data that may be combined and understood to create visuals.
Research Implications: AI-based analytics helps in fast decision-making and adapting the teaching curriculum’s fast-changing industry needs. Students’ abilities, such as participation and resilience, and qualities, such as confidence and drive, may be appraised using AI assessment systems.
Theoretical Implication: Artificial intelligence-based evaluation gives instructors, students, and parents a continuous opinion on how students learn, the help they require, and their progress towards their learning objectives.
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David Eddy-Spicer, Melanie Ehren and Mukdarut Bangpan
The collection and dissemination of standardized performance information about students, teachers, schools and school systems offer potentially important tools for school…
Abstract
Purpose
The collection and dissemination of standardized performance information about students, teachers, schools and school systems offer potentially important tools for school accountability and resource allocation as well as school improvement in developing countries. However, performance monitoring systems in developing countries are in many cases copied from those in high-income countries without a clear understanding of their functioning in contexts of limited resources and capacity for change. The purpose of this paper is to examine the conditions under which and the mechanisms through which system-wide performance monitoring affects school-level organization and processes in low- and middle-income countries (LMICs).
Design/methodology/approach
The review employs realist synthesis because of the complexity and dynamism of conditions in LMICs, the wide variability in available literature and the aim of explaining how particular organizational outcomes arise, given particular conditions. The authors draw on findings from a systematic review of 22 studies and reports, published since 2001, related to the implementation of performance monitoring.
Findings
The findings highlight key barriers to the use of data to inform school accountability and improvement. Capacity to collect, interpret and use data is an important condition to both effective external accountability as well as improvement of schools.
Originality/value
The review uses realist approaches to building middle-level theories to help scholars, educational advisers, policy makers and educational leaders understand the causal processes that result in certain outcomes from monitoring activities and to identify the conditions that are necessary for those processes to have the desired outcomes.
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Farzana Shafique and Khalid Mahmood
This paper is part of a doctoral research which aimed at proposing a national information system for educational administrators in Pakistan. However, this paper only aims at…
Abstract
Purpose
This paper is part of a doctoral research which aimed at proposing a national information system for educational administrators in Pakistan. However, this paper only aims at identifying what an information system is composed of and does; defining the information infrastructure (i.e. libraries/information centers and networks) needed for the development of a national educational information system; identifying the nature and design of the information infrastructure in Pakistan; and ascertaining the problems and gaps existing in the information infrastructure of Pakistan and why they exist.
Design/methodology/approach
The study is based on review of the available literature. For the literature search, valid sources of published and unpublished information were consulted (i.e. books, journal articles, reports, conference/workshop proceedings, theses and dissertations).
Findings
Many library/information centers and information networks are working in the educational domain of Pakistan. The position of academic, national and special libraries is also presented in this review. The basic weakness traced in this review is in the infrastructure of library/information centers and information networks and disintegration of available information sources. The information does exist within libraries/information centers and information networks but the educational administrators have problems in tracing this information. As a result, available information is not being utilized properly in educational planning and development in Pakistan. There is a need to pool the existing information sources, services and networks in one place to form a well‐integrated information system that may provide a holistic and complete overview of education enterprise for realistic planning and resource allocation.
Originality/value
This paper is the first to present the current position of the available libraries/information centers and information networks within the educational domain of Pakistan. Such a review may help the designers of educational information systems.
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Over the past decade most central governments across sub-Saharan Africa (SSA) have begun to decentralize some fiscal, political, and administrative responsibilities to…
Abstract
Over the past decade most central governments across sub-Saharan Africa (SSA) have begun to decentralize some fiscal, political, and administrative responsibilities to lower-levels of government, local institutions, and the private sector in pursuit of greater accountability and more efficient service delivery, often in an attempt to solve broader political, social, or economic problems (SARA, 1997). Education, in particular, has been fertile ground for such decentralization efforts. From Ethiopia to South Africa, SSA countries have engaged in some form of education decentralization, though the pace has been quite uneven. Ethiopia, Uganda, Senegal, and South Africa, for example, are proceeding fast, while Ghana, Mali, Tanzania, and Zimbabwe are under way more slowly. Guinea, Niger, Zambia, and Nigeria are at the other end of the continuum. Decentralization of social services, including education appears to be embedded in the political changes occurring in the region. In almost all SSA countries the introduction of decentralized systems are accompanied by popular elections for local councils as part of the general trend of the introduction of or return to democratization.
Brenda Scholtz, Andre Calitz and Ross Haupt
Higher education institutions (HEIs) face a number of challenges in effectively managing and reporting on sustainability information, such as siloes of data and a limited…
Abstract
Purpose
Higher education institutions (HEIs) face a number of challenges in effectively managing and reporting on sustainability information, such as siloes of data and a limited distribution of information. Business intelligence (BI) can assist in addressing the challenges faced by organisations. The purpose of this study was to propose a BI framework for strategic sustainability information management (the Sustainable BI Framework) that can be used in HEIs.
Design/methodology/approach
The research applied the design science research methodology whilst using a South African HEI as a case study. The problems with sustainability information management were identified, and a theoretical framework was proposed. In addition, a practical BI software tool was developed as proof of concept to address these problems and to assist with the management of strategic sustainability information in an HEI.
Findings
The proposed sustainability BI tool was evaluated through heuristic and usability evaluations with senior management. The results indicated that the usability of the BI tool was positively rated and that the framework can assist in overcoming the constraints that HEIs face in effectively managing sustainability information.
Research limitations/implications
The research was limited to a single case. However, the theoretical framework was derived from and expanded on existing stakeholder theory, sustainability reporting theory and literature on BI dashboard development. The framework was implemented successfully in the Sustainable BI Tool prototype at the case study, and the results reveal in-depth information regarding information management for sustainability reporting in higher education.
Practical implications
The Sustainable BI Tool is a solution that integrates data from multiple areas of sustainability and provides a single integrated view of the information to stakeholders. The information is provided through performance dashboards, which provide predictive capabilities to enable management to report on sustainability and determine if the institution is meeting its strategic goals. The lessons learnt can also assist other HEIs considering implementing BI for sustainability reporting.
Social implications
Improved sustainability reporting for HEIs provided by the BI framework can improve the environmental and social impact of the educational community.
Originality/value
This study provides the most comprehensive framework for guiding the design of a BI tool to assist in effectively managing sustainability information in HEIs.
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Dimitra Skoumpopoulou and Andrew Robson
The purpose of the study is to assess the implementation of integrated information systems in UK higher education institutions (HEIs) via multiple internal stakeholders.
Abstract
Purpose
The purpose of the study is to assess the implementation of integrated information systems in UK higher education institutions (HEIs) via multiple internal stakeholders.
Design/methodology/approach
The approach analyses the implementation strategy of two HEIs and assesses the impact of new systems on working practices. This involves interviews with various stakeholder groups from the HEIs, capturing 35 interviews.
Findings
Results indicate that growth of alternative power bases emerge within both HEIs, as well as new roles and responsibilities for administrative staff, and different working practices for academics. Varying levels of importance are given to people and culture, management support, user involvement and clarity of communication and systems' requirements at project pre-implementation, implementation and post-implementation stages.
Practical implications
This study provides lessons of HEIs planning to undertake significant change by implementing integrated information systems. Challenges emerge around fit, complexity, training, communication and consultation. Benefits gained and emerging challenges show some commonality between the two case HEIs, pointing the way forward for other “large” (student number determined) HEIs embarking on similar change.
Originality/value
The UK HEI sector is experiencing major change emphasising cost reduction and operational efficiency. Understanding challenges relating to significant systems change in complex settings with varying stakeholder demands has considerable sectoral value.
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Over the past 30 years, China has made dramatic changes and improvements in various educational areas, including the educational technology field. These changes have been…
Abstract
Over the past 30 years, China has made dramatic changes and improvements in various educational areas, including the educational technology field. These changes have been supported by policies initiated by the country's central government. This chapter reviews the historical development of China's educational technology policies, paying particular attention to the evolutionary process, and examining policy features that have influenced Chinese educational development. The Chinese education technology framework encourages the use of educational technology to address more ambitious goals for economic and social development and thus serves as an important catalyst for advancing Chinese education.
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David Shiyam Kirupainayagam and Jayaranjani Sutha
The application of technology to higher education is contributing in many ways to create a highly adaptable, inclusive learning environment for all. This study intends to analyze…
Abstract
Purpose
The application of technology to higher education is contributing in many ways to create a highly adaptable, inclusive learning environment for all. This study intends to analyze the role of technology facilitation in creating an inclusive learning environment in the higher education institutions (HEIs), which would connect multi-ethnic students and academics effectively in the Sri Lankan context. Therefore, the primary aim of this study is to explore how technology facilitates inclusive learning in HEIs.
Design/methodology/approach
Based on the qualitative research approach, this study generated data from 30 undergraduates and 10 academics from 5 national universities in Sri Lanka to evaluate the effectiveness of technological facilitation in promoting inclusive learning. The data were then thematically analyzed using NVivo 10.
Findings
The nature of technology facilitation in HEIs and influencing factors such as the internet, search engines, mobile apps and software, cost involved, upgraded knowledge, time efficiency and technological devices. Further, the factors contribute to the HEIs and the benefits realized, such as information gathering, time-saving, cost reduction, information sharing, connective communication, easy learning and online services. On the other hand, challenges such as the involved parties’ resistance to technological change, inadequate infrastructure facilities, lack of technical knowledge, negative perceptions and behaviors, technical failures and health issues will also be assessed.
Research limitations/implications
Implications for policy and practice include a thorough understanding of the nature of technology facilitation in an inclusive environment. The researcher has recommended some strategies and mechanisms to the policymakers that will guide them to use technology as a tool to enhance the inclusive learning practices within HEIs.
Originality/value
This paper presents an original review and it contextualizes the technology facilitations in respect of the inclusive learning environment in HEIs.
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