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The monograph reflects and scientifically and methodologically substantiates ways to solve urgent problems of the theory and practice of training officers of the National Police in terms of the quality of higher education in the context of the imperative of human-dimensional meanings, taking into account studies of Ukrainian psychological, pedagogical, legal comparative studies. In the most general form, the material is presented regarding the strategic guidelines for the quality of education in the WHE with special learning conditions in the context of Ukraine's integration into the European educational space. Philosophical and methodological approaches to solving existing disagreements in the field of human measurement of the quality of police education in Ukraine and abroad are studied in integral connection with the corresponding concepts of human development; leadership theories; the genesis of personnel work on professional training and evaluation of the activities of police officers in the system of the Ministry of Internal Affairs of Ukraine. Features of the human-measurement training of officers of the National Police of Ukraine are explained on the basis of the provisions of the modern post-non-classical methodology of science, a general scientific holistic approach, humanistic pedagogy, as well as the methodological foundations for the implementation of international standards of ethical behavior in the activities of police officers, which is an objective need of the current Ukrainian education system in general and in particular, a prerequisite for the prevention of corruption offenses, the vitality of virtue in society. The productivity of reflexive practices of self-organization of the personality of future police officers is substantiated as a condition for the development of psychological resilience. The book proves the necessity and prospects of research and implementation in the theory and practice of police education of the concept of Ukrainian general scientific methodology regarding the unity of the formation and development of a Human on the basis of the cognitive-emotional-volitional triad of components of the value experience of the individual. Based on the real originality of the formation of the value experience of a police officer in the process of professional training, constructive practice, the general theoretical and methodological origins and meaningful lines of practical improvement and further personal and professional growth of a police officer in their official activities as mechanisms for protecting human rights and freedoms in the activities of law enforcement officers are identified. The novelty of the approaches is associated with the use of the key foundations of psycho-pedagogical support and the development of pedagogical skills of HEI teachers with special learning conditions, the activities of mentors to harmonize the professional training of the applicant's personality in the system of departmental education, the use of a criteria approach for assessing learning outcomes, the design features of police work programs in the context of the scale of human-dimensional meanings evaluating the quality of higher education The constructiveness of this perspective is distinguished, first of all, by a holistic combination and use as the latest achievements of the psychological, pedagogical, legal, neurophysiological branches of scientific knowledge to explain the newly formed pedagogical phenomena of the modern educational sphere in the aspect of innovativeness of markers for assessing the quality of educational and research activities education; and the understanding that universal human and nation-creating value orientations as a special social basis of the culturological worldview should be extrapolated into the global function of modern education, which should determine and realize its social power that characterizes civilizational development in different historical epochs. In this context, the issues of introducing the axiological essence, designing, implementing and evaluating the relevant educational programs for training officers of the National Police are specified. In general, the developments contained in this collective monograph will be suitable for use in the pedagogical and psychological support of educational activities for the training of police officers both in the framework of formal and non-formal education.

Приверженность волонтерству была и остается главной отличительной чертой американской культуры с момента основания страны. Сегодня американская молодежь занимается волонтерством через религиозные, добровольческие некоммерческие организации, и многие крупные компании организуют возможности волонтерства для своих сотрудников. Существуют различные добровольческие практики на базе образовательных организаций, таких как: государственные и частные школы, колледжи, университеты. В статье подробно рассматривается роль волонтерства в студенческой среде университетов США. Волонтерство является уникальной практикой, которая позволяет студентам за время обучения в университете получить дополнительные возможности, внести реальный вклад в развитие своей образовательной организации и получить новый опыт. В университетах США в волонтерскую детальность вовлечены как преподаватели, так и студенты, что дает повод неверно трактовать понятие волонтерства, путая его с сервисным обучением. Поэтому в статье приведен сравнительный анализ понятий «волонтерская деятельность» и «сервисное обучение». Анализ научных работ и статей на тему волонтерства в университетах США позволил выделить наиболее распространенные формы и форматы работы университета с волонтерами. Так, самыми популярными формами волонтерского участия среди студентов являются интеллектуальное волонтерство и деятельность, направленная на решение конкретных социальных проблем. Инициативы самих университетов в развитии волонтерской деятельности студентов являются ответом на запросы со стороны обучающихся, местных некоммерческих организаций, образовательных организаций. В статье приведены примеры волонтерских практик университетов США и выявлены условия эффективного взаимодействия со студентами для развития волонтерства в университете., Commitment to volunteering has been and remains the main distinguishing feature of American culture since the founding of the country. Today, American youth are engaged in volunteering through religious, volunteer non-profit organizations, and many large companies organize volunteering opportunities for their employees. There are various volunteer practices based on educational organizations, such as: public and private schools, colleges, universities. The article examines in detail the role of volunteering in the student environment of US universities. Volunteering is a unique practice and allows students to get additional opportunities during their studies at the university and make a real contribution to the development of their educational organization and gain new experience. In US universities both teachers and students are involved in volunteering, which gives reason to misinterpret the concept of volunteering confusing it with service training. That is why this article provides a comparative analysis of the concepts of volunteering and service training. The analysis of scientific papers and articles on the topic of volunteering in US universities allows us to identify the most common forms and formats of the university’s work with volunteers. Thus, the most popular forms of volunteer participation among students are intellectual volunteering and activities aimed at solving specific social problems. The initiatives of the universities themselves in the development of volunteer activities of students are a response to requests from students, local non-profit organizations, and educational organizations. The article provides examples of volunteer practices in US universities and identifies conditions for effective interaction with students for the development of volunteering at the university., Бизнес. Образование. Право, Выпуск 4 (61) 2022, Pages 523-527

The success of hospitality sector firms depends largely on the degree to which frontline employees offer a high-quality service to customers. In this context it is of vital importance to determine how to promote positive employees&rsquo, attitudes and behaviors through the human resource practices. This study analyzes the indirect effect of empowerment via affective commitment on the extra-role service. In addition, the moderating effect of service training on the empowerment&ndash, affective commitment&ndash, extra-role service relationship is explored. The data was collected from a sample of frontline employees working in three-to-five-star urban hotels in Santiago de Compostela (Spain). The results of the study suggest that for empowerment to lead to greater emotional attachment to the organization and extra-role customer service, it is necessary for frontline employees to perceive that they have received a moderated-high level of training in customer service. This finding is particularly interesting for frontline employees&rsquo, management in hotels sector.

Inadequacies in Tanzania's education and training systems compromise the quality of workforce skills, giving rise to skill shortages, and constraining the operations and growth of formal sector firms in the country. This study addressed these concerns using data from a unique Enterprise Skills Survey that asked Tanzanian employers about the education, training, and occupational mix of their workforce, the skill gaps in cognitive, noncognitive, and job-specific competencies affecting their operations, and the strategies they are using to overcome these skill gaps. The study investigates the consequences for firm productivity of employers' choices about their optimal skills mix, and their strategies to mitigate shortfalls in skills supply. Compared with noninnovators and firms primarily serving the domestic market, exporters and innovators face greater skill demand and suffer from skill shortages that are more likely to constrain their operations in such areas as quality assurance, use of new technology, and introducing new products and services. In analyzing firm performance and its relation to skill mix, the study found that firms with higher shares of tertiary-educated workers are more productive; it found no impact, however, from secondary education and technical vocational education and training qualifications, possibly reflecting the universally acknowledged poor quality of secondary education in Tanzania. Employers use a range of strategies to address skill deficiencies, from hiring new workers, to training current workers in-house or externally, using high-skill expatriate workers, or outsourcing professional services. Almost all were associated with higher labor productivity. The exception, employer provided in-house training, had no measurable impact on productivity.

Sri Lanka is increasingly seeking to ensure that its public school system not only delivers greater shares of students who have completed higher secondary and tertiary education, but also that all students obtain a much better education. Raising teacher effectiveness is considered as crucial for achieving these aims. This paper reviews the literature on teacher management in Sri Lanka, and points to what may be critical teacher management issues. The paper also outlines considerations and options for addressing these issues, informed by international evidence on approaches to improve teacher effectiveness.

This paper seeks to understand what drove the trends in learning outcomes in Argentina between 2000 and 2012, using data from four rounds of the Program for International Student Assessment. A year-specific education production function is estimated and its results used to decompose the changes in learning outcomes into changes in inputs, parameters, and residuals via microsimulations. Estimates of the production function show the importance of socioeconomic status, gender, school autonomy, and teacher qualifications to determine learning outcomes. Despite an important increase in the level of resources invested in public education, learning outcomes in public schools decreased vis-à-vis private schools. According to the results presented here, the increase in the number of teachers in the system, pushing the pupil-teacher ratio in Argentina to 11, had no effect on learning outcomes. The microsimulation further confirms that changes in the system’s ability to transform inputs into outcomes accounted for most of the changes in test scores. Overall, the study shows the ineffectiveness of input-based education policies to improve learning outcomes in Argentina.

This study presents evidence from a randomized control trial (RCT) in Mongolia on the impact of in-service teacher training and books, both as separate educational inputs and as a package. The study tests for the complementarity of inputs and non-linearity of returns from investment in education as measured by students test scores in five subjects. It takes advantage of a national-scale RCT conducted under the Rural Education and Development project. The results suggest that the provision of books, in addition to teacher training, raises student achievement substantially. However, teacher training and books weakly improve test scores when provided individually. Students whose teachers have received training and whose classrooms have acquired books improved their cumulative score (totaled across five tests) by 34.9 percent of a standard deviation, relative to a control group. Students treated only with books improved their total score by 20.6 percent of a standard deviation relative to a control group of students. On the other hand, extra teacher training did not have a statistically significant effect on the total test score. In addition, providing both inputs jointly improved test scores in most subjects, which was not the case when either input was provided individually. This study sheds light on the relevance of supplementing teacher training schemes with appropriate teaching materials in resource-poor settings. The policy implication is that isolated education investments, in settings where complementary inputs are missing, could deliver minimal or no return.

The aging of the Russian population and the rapid shrinking of its labor force in coming decades will make the human capital each worker contributes increasingly vital for sustaining economic output and growth. While improvements in general education are necessary to build the foundation for a productive future labor force, a broad-based and effective system of adult education can provide second-chance opportunities for current workers to enhance their productivity and lengthen their working lives and for low-skilled immigrants to be integrated into the workforce. How well the Russian Federation addresses these multiple needs at and beyond the workplace will depend on how effective its adult education system is. This study targeting policymakers outlines the problems of Russias growing skills gap, especially the shortage of higher-order cognitive and socio-emotional skills, and examines the current state of adult education.

OBJETIVOS: mapear o conhecimento de agentes comunitários de saúde antes e após participação em oficinas de instrumentalização sobre aspectos fonoaudiológicos e verificar as mudanças de percepção segundo o tempo de trabalho na Estratégia de Saúde da Família. MÉTODOS: o estudo foi realizado em um município a 170 km da capital de Minas Geraise com 74.409 habitantes. A rede de Atenção Primária a Saúde do município é composta por 10 unidades de Estratégia de Saúde da Família que alocam 60 agentes de saúde. Os dados foram coletados em todas as unidades e consistiu em três etapas: a) aplicação de questionário auto-aplicável acerca de aspectos fonoaudiológicos; b) processo de instrumentalização; c) reaplicação do questionário. RESULTADOS: participaram do estudo 51 agentes de saúde. Após a instrumentalização, tornou-se maior o número de agentes de saúde que deram relevância a fatores que sugerem a ocorrência de distúrbio da comunicação nas diferentes faixas etárias e que passaram a conhecer as quatro áreas que englobam a atuação fonoaudiológica. Não houve relação estatística entre o desempenho dos agentes nas respostas e a unidade de trabalho. Quanto ao tempo de trabalho Estratégia de Saúde da Família, na pré-instrumentalização, o melhor desempenho nas respostas foi dos agentes que trabalham há menos de um ano na atenção primária. CONCLUSÃO: ainstrumentalização favoreceu as respostas dos agentes comunitários de saúde. Houve relação entre o processo de instrumentalização e o tempo de atuação no Programa de Saúde da Família. PURPOSE: to map the knowledge of community health workers before and after the participation in training workshops on phonoaudiological aspects and to verify changes in the perception according to the working time in the Family Health Strategy. METHODS: the study was conducted in a municipality with 74,409 inhabitants, 170 km from Belo Horizonte, the capital of the State of Minas Gerais. Its Primary Health Care network is composed of 10 units of Family Health Strategy that allocate 60 health workers. The information was collected from all units and the process consisted of three stages: a) application of a questionnaire about phonoaudiological aspects; b) training process; c) reapplication of the questionnaire. RESULTS: 51 health workers participated in the study. After the training, the number of health workers who started to give importance to factors that may indicate communication disorders in different age groups and that became aware of the four areas of the phonoaudiology became greater. There was no statistical relationship between the answers of the workers and the work unit. Regarding the working time in the Family Health Strategy, those who work for less than a year in the primary care gave the best answers before the training. CONCLUSION: the training favored the responses of the community health workers. There was a relationship between the training process and the working time in the Family Health Program.

The Haitian education system made substantial improvements in access over the last decade, such that today the majority of Haiti’s children are in school. Despite improvements, the primary education system is highly inefficient: children start primary school 2 years late on average, and fewer than 60 percent will reach the last grade of the cycle. At each school, classroom observations were conducted using the Stallings Classroom Snapshot instrument, and questions about the school calendar and daily schedule asked. The results provide a representative picture of class time and teacher classroom practice in the Nord and Nord Est departments, and while not representative of Haiti as a whole, do provide a starting point for better understanding the major constraint to achieving a high-quality education for all children: the quality of teacher instruction. Section two describes the sample of schools and the stallings instrument; sections three and four present the main results of the classroom observations on teacher time use and pedagogical practices; section five provides estimates of overall class time that students receive; and section six concludes.

According to UNESCO, roughly 120 countries provide some form of technical or vocational secondary education, as distinct from a purely generalist curriculum. An overview of each administration’s secondary vocational education provision is given below under sub-headings suggested by the Terms of Reference (ToR) for this study. The information was gathered through a review of available literature. This varied from administration to administration both in terms of its coverage and of its quality. As a result, the information on each administration is somewhat diverse. This is particularly the case for objective evaluations of administrations’ systems. The report ends by posing nine questions for the Government of India to consider when planning the introduction of vocational education to secondary schools: (i) what is the place of school-based vocational education within India’s National Skills Qualification Framework? (ii) how much choice should be left to school students to decide on the balance of general and vocational education in their learning programme? (iii) what proportion of the vocational education curriculum should be devoted to general education? (iv) how can sufficient numbers of teachers of good quality be found to teach growing number of vocational students? (v) how beneficial is objective careers guidance for school pupils? (vi) what is the role or purpose of work experience for school pupils? (vii) what contribution to vocational education can be expected from employers if the labour market is largely informal with a small manufacturing sector? (viii) what form should assessment take, how would it be carried out and is there a relationship between it and general education? (ix) how can responsibility for vocational secondary education be allocated within a federal system of government? Finally, what should be clear from this study is that administrations develop policies and practices based on their history, their economic and geographic context and their vision, and that these policies will therefore vary between administrations.

Indonesia has made significant increase in rural sanitation access and services from 20.64 percent in 2006 to 44.09 percent in 2013. A study conducted in 2012 estimated a capacity gap of 12,000-18,000 sanitation professionals (from engineers to community workers) to meet the 2015 millennium development goal (MDG) targets, with 30 percent of community health centers not having frontline sanitation personnel. Capacity building programs have so far been largely conducted by technical units, projects, and local government offices. Following an assessment on how and where to best address the issues, the technical assistance (TA) recommended a transformative approach, away from project-based cascading training where training is done at national level and then repeated and cascaded to provincial, district, sub-district, and village levels to an institutionalized capacity building program. The institutionalization of capacity building program targeted two primary audiences: future professionals (pre-service) addressed through integrating national strategy for community-based total sanitation (STBM) modules into health polytechnic schools curriculae and current professionals (inservice) addressed through accredited and certified training programs, with an additional e-learning scheme to reach out to a wider group of professionals and interested parties. The support to scale-up the use of the STBM human resource capacity building system can be provided via a circular letter of Ministry of Health (MoH) to local health offices and STBM partners. Continuous support through the MoH system to follow-up and evaluate outcomes of training and education will be key to sustainability and roll-out across all provinces of Indonesia.

Сорокоусов, А. В. Скоростная стрельба из автомата при ведении огня одиночными выстрелами / А. В. Сорокоусов // Вестник Академии МВД Республики Беларусь. - 2015. - № 1. - С. 269 - 273. Рассматривается способ удержания оружия, разработанный и принятый ведущими спортсменами-стрелками Федерации практической стрельбы России. Представленная методика позволяет практически исключить смещение ствола автомата после выстрела и максимально быстро выполнять серии одиночных выстрелов, почти не контролируя при этом мушку и целик на близких дистанциях стрельбы, а также вести эффективный огонь очередями на дистанциях до 25 м. = In the article considered ways to hold weapons developed and adopted by the leading expert shots. Presented methods allow to eliminate the displacement of submachine gun barrel after the shot, and as quickly as possible to carry out a series of single shots, barely controlling the foresight and sight at close distances, as well as effective fire bursts at distances of up to 25 m.

This report presents an assessment of school feeding policies and institutions that affect young children in Namibia. The analysis is based on a World Bank tool developed as part of the systems approach for better education results (SABER) initiative that aims to systematically assess education systems against evidence based global standards and good practice to assist countries reform their education systems for proper learning for all. SABER school feeding collects, analyzes, and disseminates comprehensive information on school feeding policies around the world. The overall objective of the initiative is to help countries design effective policies to improve their education systems facilitate comparative policy analysis, identify key areas to focus investment, and assist in disseminating good practice.

This report presents an assessment of school feeding policies and institutions that affect young children in Benin. The analysis is based on a World Bank tool developed as part of the systems approach for better education results (SABER) initiative that aims to systematically assess education systems against evidence based global standards and good practice to assist countries reform their education systems for proper learning for all. SABER school feeding collects, analyzes, and disseminates comprehensive information on school feeding policies around the world. The overall objective of the initiative is to help countries design effective policies to improve their education systems facilitate comparative policy analysis, identify key areas to focus investment, and assist in disseminating good practice.

The article observes the professional training not as an educational discipline, but as a definition, integrating the different levels of preparedness of the personnel В статье рассмотрена профессиональная подготовка не как учебная дис-циплина, а как понятие, интегрирующее в себе уровень разносторонней подготовленности сотрудников.

Honduras has experienced moderate economic growth in the past decade, in line with the rest of the region. Despite this growth track record, limited opportunities for decent jobs for the majority of workers have resulted in stagnant poverty and inequality rates that are still the highest in Central America (CA). In parallel, progress in human development indicators has also been mixed in the last decade. In education, while primary enrollment has significantly increased, low coverage at all other levels of education, inequalities in access and low quality persist. In health, Honduras is close to achieving the 2015 child mortality Millennium Development Goals (MDGs), but maternal mortality, non-communicable diseases (NCDs), and violence pose additional challenges. And despite advances in setting up a social protection system, fiscal sustainability and lack of coordination among interventions prevail, undermining poverty reduction efforts. The ability of the Honduras government to expand safety nets, to increase the access and quality of public education and health services, to engage in active labor market policies, and to improve human development indicators in general, remains limited for a number of reasons. First, overall real social public spending has been on the decline in the last few years. Second, low revenues and fiscal deterioration pose challenges to adequately financing needed social sector improvements. Third, challenges in budget formulation and execution (mainly due to institutional factors) also diminish the impact of social spending. But more importantly, Honduras needs to significantly improve the effectiveness and efficiency of its social spending. This note argues that moving forward Honduras should prioritize three main aspects: a) to rationalize and increase the effectiveness of social public spending by enhancing the pro-poor features of targeting mechanisms; b) to significantly redress the imbalance between recurrent spending, especially the wage bill, and capital expenditure; and c) to continue strengthening information systems tools, legislation, and institutions in an effort to consolidate programs into fewer and higher impact interventions.

The Pilot Reintegration Project of the Republic of South Sudan’s National DDR Program (NDDRP) was conducted with the overall aim to test reintegration approaches and modalities, and to develop actionable lessons that can inform and improve the Republic of South Sudan’s future DDR programming. Reintegrating ex-combatants into civilian life is a major challenge and in fact the key measure of a DDR program success. Managed by the World Bank’s Transitional Demobilization and Reintegration Program (TDRP) in close coordination with the National DDR Commission (NDDRC) and through financial support from Kreditanstalt für Wiederaufbau (KfW), the reintegration pilot was conducted in three phases from April 2013-October 2014. The current events in South Sudan underscore the importance of DDR to the country and its connection to the nation’s overall development. As such, it is critical that the country continue and invigorate its work in developing a nationally-led well-designed and well-implemented DDR program. The learnings from this pilot as well as the tools developed are relevant and timely as these contribute to the development of an effective and realistic full National DDR Program.

This report presents results of the application of SABER teachers in Papua New Guinea. It describes Papua New Guinea’s performance in each of the eight teacher policy goals, alongside comparative information on education systems that have consistently scored highly on international student achievement tests and have participated in SABER-Teachers. Additional detailed descriptive information on the teachers policies of the education systems of Papua New Guinea and other education systems can be found on the SABER-teachers website.

This report presents results of the application of the SABER-teachers tool in Solomon Islands. It describes the performance of Solomon Islands’ education system in achieving each of the eight teacher policy goals, alongside comparative information from education systems that have consistently scored highly on international student achievement tests and have participated in the SABER-Teachers initiative. Additional detailed descriptive information on the teacher policies of the education systems of Solomon Islands and other countries can be found on the SABER-teachers website.

This report presents results of the application of SABER teachers in Samoa. It describes Samoa’s performance with respect to each of the eight teacher policy goals, alongside comparative information from education systems that have consistently scored highly on international student achievement tests and have participated in SABER-Teachers. Additional detailed descriptive information on the teacher policies of the education systems of Samoa and other countries can be found on the SABER-teachers website.

Since its independence in 1991, FYR Macedonia has faced a number of challenges in its political and economic transition. One of the greatest has been the shift from a planned economy to a free market oriented economy. This shift resulted in an average annual GDP growth rate of 0.2 percent between 1990 and 2006. Since then, the economy has embarked on an ambitious reform agenda, which has resulted in an average real annual GDP growth of 3.4 percent. The government’s objective is to steer Macedonia toward economic activities with higher value-added and technological content. Strengthening policies for the development of human resources is crucial for the future of the country. A huge challenge in this process is the set-up of an effective and efficient system for workforce development (WfD), one that provides future workers with the skills needed in a modern labor market, enhances the adaptability of those workers who have lost or are at risk of losing their jobs, and prepares the current and future workforce for mobility in work and learning. The rest of this report summarizes the key findings of the SABER-WfD assessment in Macedonia and also presents the detailed results for each of the three functional dimensions. To put the results into context, the next section offers a brief profile of the country’s socioeconomic makeup.

Introducción: se presentan los resultados de la capacitación realizada a los cuidadores de adultos mayores en el departamento de Risaralda 2011. Métodos: estudio evaluativo con abordaje cualitativo. Se incluyeron todos los 121 cuidadores directos e indirectos de los 15 Centros de Bienestar del Anciano (CBA) de los 14 municipios de Risaralda que tienen apoyo estatal; en total participaron 121 personas. Se organizaron 22 grupos focales. La información se grabó, transcribió, codificó y categorizo. Resultados: los cuidadores mostraron motivación e interés en aprender nuevas formas de satisfacer las necesidades del adulto mayor institucionalizado. Se relevan tres categorías de análisis: compañía, actividad física y protección. Conclusión: la intervención educativa recoge la contribución y el interés de directivas, trabajadores y cuidadores voluntarios de los CBA, en el mejoramiento de calidad de vida de los adultos mayores. Introduction: we present the results of the training provided to caregivers of older adults in the department of Risaralda 2011. Methods: a qualitative approach evaluation. In total 121 direct and indirect caregivers of the 15 Elderly Welfare Centers (EWC) of the 14 municipalities of Risaralda, with government support. 22 focus groups were organized. The information was recorded, transcribed, coded and categorized. Results: caregivers showed motivation and interest in learning new ways to meet the needs of the institutionalized elderly. The relevant three categories of analysis was company, physical activity and protection. Conclusion: the educational inte rvention reflects the contribution and interest of directors, employees and volunteers caregivers of the EWC in improving quality of life of older adults. Introdução: resultados da capacitação de cuidadores de adultos maiores no Departamento de Risaralda, em 2011. Métodos: estudo avaliativo com abordagem qualitativa. Foram incluidos os 121 cuidadores diretos e indiretos dos 15 Centros de Bem-estar do Ancião (CBA) dos 14 municipios de Risaralda, que tem apoio estatal; no total participaram 121 pessoas. Foram organizados 22 grupos nucleadores. A informação foi gravada, transcrita, codificada e classificada. Resultados: os cuidadores mostraram motivação e interesse por aprender novas formas de satisfazer as necessidades do adulto maior institucionalizado. Se destacam três categorías de análise: companhia, atividade física e proteção. Conclusão: a intervenção educativa recolhe a contribuição e o interesse de diretores, trabalhadores e cuidadores voluntários dos CBA, na melhoria da qualidade de vida dos adultos maiores.

Students from low income background often fall behind early on their education journey. Without adequate and timely support to address their learning needs they continue to perform poorly. Eventually the students lagging behind, will keep failing to learn the basic literacy and numeracy skills, and most likely will end up dropping out of school illiterate. The majority of Global Education Partnership (GPE) countries have acknowledged in their education sector plans and strategies the need to address the problem of low learning levels, and of students not going efficiently through the public education system, which has resulted in wastage of financial and human resources. Ideally interventions that aimed to improve learning of low performing students should be included in the framework of a country's educational policies in alignment with other institutional arrangements such as teacher training, curriculum, assessment, available pedagogic materials, instructional time, language of instruction (when applicable), among others. However, many of these countries are yet to draft policies that will specifically focus on helping low performers. Currently, it can be concluded that academic improvements from remedial support may help students to pass the grade or yield fast improvements, however such interventions by themselves may have not been sufficient to raise achievement at adequate levels. Remedial education programs will likely be most effective when included as part of a country's overall strategic plan to deliver quality education for all of its students. Overall, the renewed focus on low performers, many times victims of teacher neglect and other social exclusion experiences, by the means of directing programs and resources to address learning gaps is already a huge step towards achieving learning for all.

In August 2010, the Government of Vanuatu carried out early grade reading baseline assessments in English and Francophone schools with financial support from local education partners and technical assistance from the World Bank. The results of the Vanuatu Early Grade Reading Assessment (VANEGRA) are cause for concern. French language findings show that while most students develop some fundamental skills in grade levels 1, 2 and 3, by the end of grade 3, less than 1 in 4 students are able to develop fluency in reading to understand most of the text they read. The VANEGRA survey also collected data on the attributes of students, teachers and schools. Factors that were shown to be predictors of better reading performance in the early grades include: speaking French at home, owning the school textbook, having literate parents, having books at home, reading at school and at home, attending kindergarten, doing homework, and receiving help from a family member to do homework. Neither teacher experience nor in-service training showed statistical effects on student reading outcomes and two types of certification showed negative and statistically significant effects on student outcomes both in reading fluency and comprehension. VANEGRA also asked about use of seven reading instructional activities. Students who were never asked to learn the meaning of new words or practice grapheme sound correspondences showed negative and statistically significant effects. Conversely, students who were assigned reading daily in their own school time showed positive and statistically significant results. Lastly, VANEGRA asked about teacher expectations for students' reading performance. Interestingly, the fact that some teachers allowed students to consolidate some reading skills later than the median expectation was associated with better and statistically significant results. Based on the analysis presented, recommendations for improved reading instruction and greater parental involvement are presented at the end of the report.

This study examines the changes in Vietnam's primary and secondary education over the past 20 years as well as key factors that affect such critical educational outcomes as attendance, grade attainment, and student achievement in order to derive implications for public education policy. It is divided into an analytical report and shorter overview/policy report. The study finds significant improvement in attendance, attainment, and achievement across all populations. Nonetheless, vulnerable populations (in particular the poorest and ethnic minorities) continue to fare poorly as a result of persistent, and in some cases, increasing inequalities in educational attainment and poor student achievement. Educational attainment and achievement are also shown to be complementary to a large extent. Despite the methodological limitations, evidence consistently confirms that certain characteristics of schools and teachers are significantly related to both educational outcomes. This opens the door for public policy and provides multiple (potential) policies 'entrance points' for addressing the remaining challenges. Some measures have implications for public funding, its priorities and/or efficiency, and others are more closely related to the management of public institutions. Some of the main policy implications derived from the analytical findings are re-asserting or expanding priorities for public funding through expanding support for the Fundamental School Quality Level (FSQL), and supporting full day schooling and conditional cash transfers for vulnerable groups; improving spending efficiency through better targeted fee exemptions and the strengthened application of teacher standards; and improving the management of public sector schools through higher principals' management capacity, strengthened accountability of schools to their communities and better information.

The 'Quality of Education in Madrasah' (QEM) study aimed to provide high quality research into various dimensions of quality of education in Indonesian Madrasahs. The study focused on final year students in Islamic Junior Secondary Schools (Madrasah Tsanawiyah, MT). One hundred and fifty MTs were sampled from across Indonesia, with equal numbers selected from Java and the East and West of the country. Systematically selected intact classes were sampled within schools, involving a total of 6,233 students. Eight instruments were developed for use in the study. Four were achievement tests designed to assess performance in Mathematics, Science, Indonesian and English. Australian Council for Educational Research's (ACER's) School Life Questionnaire (SLQ) was used as an affective measure of school quality. ACER developed an instrument to assess student background characteristics, and a Principal Interview Schedule and a School Inventory were also developed by ACER to collect information on MTs. Mean scores showed that students in Java performed better than students in the East and West regions on each of the four achievement tests, with students in the West performing marginally better than students in the East on all tests. The largest correlations between student background factors and achievement across the three regions were observed for number of home resources and study materials available to students.