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Open Access
Article
Publication date: 17 November 2021

Chuanjin Ju, Songyan Hou, Dandan Shao, Zhijun Zhang and Zhangli Yu

The purpose of this report is to demonstrate open and distance education (ODE) can support poverty alleviation. Taking the practices of the Open University of China (the OUC) as…

Abstract

Purpose

The purpose of this report is to demonstrate open and distance education (ODE) can support poverty alleviation. Taking the practices of the Open University of China (the OUC) as an example, this paper aims to reveal how open universities make contributions to local residents in rural and remote areas.

Design/methodology/approach

Focusing on 25 poverty-stricken counties, the OUC had invested 58 million RMB to its learning centers in these counties from 2017 to 2020. The first one is to improve ICT and educational facilities in these learning centers. The second approach is to cultivate local residents with degree programs through ODE so as to promote local economic development. The third one is to design and develop training programs according to local context to meet the specific needs of local villagers.

Findings

After 3 years working, cloud-based classrooms and computer rooms have been set up. Bookstores have been founded and printed books have been donated. Hundreds of thousands of digital micro lectures have been supplied to these learning centers which have been improved and fully played their functions. Nearly 50,000 local residents have been directly benefited. Village leaders have helped lift local residents out of poverty. Poverty-stricken villagers have been financed to study on either undergraduate or diploma programs. Local residents have improved their skills by learning with the training programs offered by the OUC.

Originality/value

ODE is proved to be an effective way to eradicate poverty. Open universities are proved to be able to make contributions to social justice. By fulfilling its commitments to eliminate poverty within the national strategy framework, the OUC has built its brand nationwide.

Details

Asian Association of Open Universities Journal, vol. 16 no. 3
Type: Research Article
ISSN: 1858-3431

Keywords

Article
Publication date: 28 November 2023

Hasnan Baber, Kiran Nair, Ruchi Gupta and Kuldeep Gurjar

This paper aims to present a systematic literature review and bibliometric analysis of research papers published on chat generative pre-trained transformer (ChatGPT), an…

Abstract

Purpose

This paper aims to present a systematic literature review and bibliometric analysis of research papers published on chat generative pre-trained transformer (ChatGPT), an OpenAI-developed large-scale generative language model. The study’s objective is to provide a comprehensive assessment of the present status of research on ChatGPT and identify current trends and themes in the literature.

Design/methodology/approach

A total of 328 research article data was extracted from Scopus for bibliometric analysis, to investigate publishing trends, productive countries and keyword analysis around the topic and 34 relevant research publications were selected for an in-depth systematic literature review.

Findings

The findings indicate that ChatGPT research is still in its early stages, with the current emphasis on applications such as natural language processing and understanding, dialogue systems, speech processing and recognition, learning systems, chatbots and response generation. The USA is at the forefront of publishing on this topic and new keywords, e.g. “patient care”, “medical”, “higher education” and so on are emerging themes around the topic.

Research limitations/implications

These findings underscore the importance of ongoing research and development to address these limitations and ensure that ChatGPT is used responsibly and ethically. While systematic review research on ChatGPT heralds exciting opportunities, it also demands a careful understanding of its nuances to harness its potential effectively.

Originality/value

Overall, this study provides a valuable resource for researchers and practitioners interested in ChatGPT at this early stage and helps to identify the grey areas around this topic.

Details

Information and Learning Sciences, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2398-5348

Keywords

Book part
Publication date: 10 October 2022

Peter Wolstencroft and Judith Darnell

Historically, the Further Education (FE) sector has always occupied the hinterland between the policy-heavy landscape that characterises the compulsory education sector and the…

Abstract

Historically, the Further Education (FE) sector has always occupied the hinterland between the policy-heavy landscape that characterises the compulsory education sector and the fiercely independent Higher Education sector. Originally formed to give those who had not fully benefitted from their school education the opportunity to learn new skills and to be given a ‘second chance’, it gradually evolved into something that encompassed a far wider purpose of widening participation in education and also the promotion of social mobility. Because of this, the educational imperative has always featured strongly within the sector.

Recently this has been challenged by a shift to a more market-based approach that stresses neoliberalism, competition between providers and an economic imperative which can conflict with the original aims of the sector.

The sector has also increasingly been used to deliver government priorities, and given the quixotic nature of much of education policy, this has meant that the sector is required to be agile and responsive to a multitude of challenges. The colleges used as the two case studies in this chapter show that while it is important to ensure that the external metrics are met, if funding is available, then it is still possible to balance the educational imperative with the economic imperative with clear leadership and a strict focus on the college’s vision for their role within the sector. This means that the widening participation agenda can still be met, even if numerous barriers are put in the way.

Details

The Business of Widening Participation: Policy, Practice and Culture
Type: Book
ISBN: 978-1-80043-050-1

Keywords

Abstract

Details

Attaining the 2030 Sustainable Development Goal of Quality Education
Type: Book
ISBN: 978-1-80382-475-8

Book part
Publication date: 24 November 2016

Maribel G. Valdez, Roberto N. Padua and Alice G. Comahig

This chapter examined which APEC 21st-century skills Filipino women educational leaders best exemplify. It looked into the ways in which these leaders manifest these skills in…

Abstract

This chapter examined which APEC 21st-century skills Filipino women educational leaders best exemplify. It looked into the ways in which these leaders manifest these skills in their power roles. It also determined what their plans are for the ASEAN integration as they steer their organizations toward the goal of the Philippines, which is to open the country to better opportunities as it collaborates with its neighbors. Finally, this chapter generated theories based on the power roles of these Filipino women educational leaders. This study is a qualitative examination of the skills these leaders employ and uses a questionnaire to gather data from three women presidents of State Universities and Colleges in Northern Mindanao, the Philippines.

Details

Racially and Ethnically Diverse Women Leading Education: A Worldview
Type: Book
ISBN: 978-1-78635-071-8

Keywords

Expert briefing
Publication date: 23 December 2020

While access to schools has expanded in low- and middle-income countries in recent decades, learning outcomes have not seen a corresponding improvement. The onset of school…

Details

DOI: 10.1108/OXAN-DB258402

ISSN: 2633-304X

Keywords

Geographic
Topical
Article
Publication date: 1 March 2004

Kamal Abouchedid and George M. Eid

The overwhelming traditional knowledge delivery system for higher education in the Arab world demonstrates the pronounced information technology (IT) gap between Arab countries…

4543

Abstract

The overwhelming traditional knowledge delivery system for higher education in the Arab world demonstrates the pronounced information technology (IT) gap between Arab countries and the developed world. This study demonstrates the problems and possibilities of implementing e‐learning in Arab educational institutions through analysing the attitudes of university professors (n = 294) in Lebanon towards three a priori e‐learning dimensions. Favourable attitudes towards e‐learning attested to faculty members’ interest to get engaged in a fully‐fledged e‐learning programme in a country where the primary delivery educational model is essentially traditional. Discusses these attitudes in the light of the social, political and economic hindrances that impede the implementation of e‐learning in the Arab region. A series of K‐independent Kruskal‐Wallis tests yielded significant attitudinal variations between males and females as well as between computer daily users and occasional users. Furthermore, daily computer users documented more favourable attitudes towards e‐learning than their occasional user counterparts. Offers recommendations for the implementation of e‐learning in “traditionally” demarcated educational systems in countries where the deployment of information and communications technologies is not widespread.

Details

Quality Assurance in Education, vol. 12 no. 1
Type: Research Article
ISSN: 0968-4883

Keywords

Article
Publication date: 25 September 2020

Nicola J. Gray, Didier Jourdan and Janet E. McDonagh

The reopening of schools during the SARS-CoV-2 pandemic is full of challenges for families, which are heightened for children and young people (CYP) who live with chronic…

Abstract

Purpose

The reopening of schools during the SARS-CoV-2 pandemic is full of challenges for families, which are heightened for children and young people (CYP) who live with chronic illnesses. This paper aims to offer a framework to support the successful return of CYP with chronic illnesses to school using appropriate intersectoral strategies.

Design/methodology/approach

This paper draws on research data on the impact of school closure on CYP with chronic illness and emerging findings of global research about their lives during the pandemic. It is also informed by the perspectives of practitioners in the field, who are working with these CYP and their families.

Findings

A framework based on three different strategies for a successful return is established. A small but significant group of CYP living with conditions such as cancer will not yet return and will need ongoing home education provision. CYP with well-controlled symptoms of chronic illness will benefit from school routines and socialization with peers. CYP with poorly controlled illness will need close supervision and individual plans. All groups will benefit from better intersectoral working across education and health and from recent rapid developments in hybrid learning models and telemedicine.

Originality/value

This viewpoint highlights the need for a strategic approach to the return to school of CYP with chronic illness that goes well beyond classifying them as vulnerable students. This group of CYP is already at risk of lower educational attainment, so widening inequalities must be halted. This paper provides a framework for anchoring local intersectoral approaches adapted to the different situations of CYP.

Details

Journal of Children's Services, vol. 15 no. 4
Type: Research Article
ISSN: 1746-6660

Keywords

Article
Publication date: 1 March 1992

Ellen B. Goldring

The recent move towards system‐wide diversity in the Israelieducational system has made the structure of public schools increasinglycomplex and fragmented, and has greatly…

Abstract

The recent move towards system‐wide diversity in the Israeli educational system has made the structure of public schools increasingly complex and fragmented, and has greatly influenced many aspects of the principalship. Today, principals in public schools are moving towards a dynamic definition of their role. Principals are being required to move from being routine‐managers to leader‐managers. This role change is reflected in four pivotal areas including: resource allocation, organizational framework, governing system and market structure. Contrary to traditional roles, Israeli principals are increasingly required to be environmental managers who mobilize resources and manage professional organizations with pluralistic governing systems in a competitive market structure. The success of local school initiatives depends upon principals′ abilities to adapt their roles to new realities inherent in such dynamic, diverse school networks.

Details

Journal of Educational Administration, vol. 30 no. 3
Type: Research Article
ISSN: 0957-8234

Keywords

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