IEG-7100

Lauritzen, S.M. (2020). Accessing basic education in Romania: Possibilities and limitations for NGOs working for educational change for Roma children. Journal of Educational Change, 21(2), 323-344. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=ehh&AN=142973233&site=eds-live&scope=site&custid=natuniv

The Roma are facing serious disadvantages in education in Romania, where segregated schooling and lack of quality education are two main factors contributing to de facto exclusion from the education system. To compensate for this missing commitment of the formal education system, non-governmental organizations (NGOs) provide non-formal education for Roma children, often under the label of ‘afterschools’. While the after-school program started out providing the children with informal education, it soon became involved in enrolling the children in a second-chance school. Despite success in enrolling children into the formal education system, the approach taken by the NGO and the second-chance school had serious flaws. This paper discusses the lack of a child-friendly environment, compromised safety for the children, a lack of cultural sensitivity, racist attitudes towards the children, and a pedagogy that did not give the children a fair chance to succeed in their education.

Toprak, M. (2019). An investigation into educational decision-making in a centralized Education System: Governance principles and the case of national education councils (sûras). International Journal of Education Policy and Leadership, 15(11), 1-17. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eric&AN=EJ1233787&site=eds-live&scope=site&custid=natuniv

This study was designed to investigate how national education councils are organized in Turkey, shed light on their voting procedures, and examine their perceived challenges, based on data from eight participants of the 18th National Education Council. A qualitative research design was adopted, and data was collected through semi structured interviews. By scrutinizing a particular decision-making convention in a centralized system, the study offers significant evidence on education decision-making and contributes to the existing body of literature on education decision-making in accordance with governance principles.

Waddington, D. (2018). Challenges of Canada's decentralized education system. College Quarterly, 21(2). https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eric&AN=EJ1180308&site=eds-live&scope=site&custid=natuniv

Canada employs a decentralized model of leadership responsible for the development and delivery of education and training. When compared to other countries in the Organization for Economic Cooperation and Development (OECD), Canada ranks near the top in academic credentials earned, however, performs near the bottom of the same list in numeracy and literacy skills.

Arrington, E. (2021). Comparative Education. Salem Press Encyclopedia. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=ers&AN=89164126&site=eds-live&scope=site&custid=natuniv

The world has entered the era of digital society. The range of innovations is not limited to one or two industries; changes cover almost everything -- telecommunications, information and communication sectors, nanotechnology, space, bioengineering, robotics, etc. The research study focuses on changing the paradigm of social development under the influence of the formation of a digital society. The authors provide revised definitions of the digital economy, and the stages of development of digital society are presented. Also, the authors examine the problems that inhibit the digitalization process.

Kumar, A. (2019). Cultures of learning in developing education systems: Government and NGO classrooms in India. International Journal of Educational Research, 95, 76-89. https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS0883035518312916

The researcher observed mainstream government teachers openly discriminate against less capable students, and NGO teachers behave inclusively towards all types of students. The study also concluded that government teachers do not appear open to adopting the NGO culture of learning. The researcher concluded that additional teacher training is recommended to work against existing biases.

Gapsalamov, A., Akhmetshin, E., Bochkareva, T., Vasilev, V., & Anisimova, T. (2020). Digital society: New challenges for education. Periódico Tchê Química, 17(34), 803-816. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=a9h&AN=142655847&site=eds-live&scope=site&custid=natuniv

The world has entered the era of digital society. The range of innovations is not limited to one or two industries; changes cover almost everything -- telecommunications, information and communication sectors, nanotechnology, space, bioengineering, robotics, etc. The research study focuses on changing the paradigm of social development under the influence of the formation of a digital society. The authors provide revised definitions of the digital economy, and the stages of development of digital society are presented. Also, the authors examine the problems that inhibit the digitalization process.

Sayarifad, A., Nazari, M., Rajabi, F., Ghadirian, L., & Sajadi, H.S. (2022). Identifying the non-governmental organizations' activities and challenges in response to the COVID-19 pandemic in Iran. BMC Public Health, 22(1),1-13. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=a9h&AN=156219841&site=eds-live&scope=site&custid=natuniv

The objective of this study was to identify the activities of non-governmental organizations (NGOs) in response to the covid-19 pandemic in Iran. he study provides information about the activities and challenges raised by NGO representatives in 6 main categories, including the need for the participation of NGOs in the fight against pandemics, response to the COVID-19 crisis in the society, challenges in providing services during a crisis, etc. The research provides information about the challenges experienced by NGOs when interacting with governmental and non-governmental institutions, and the information sources used by NGOs during crises and in general.

Rivas, A., & Sanchez, B. (2020). Race to the classroom: The governance turn in Latin American education. The emerging era of accountability, control, and prescribed curriculum. Compare: A Journal of Comparative & International Education, 52(2), 250-268. https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fdoi.org%2F10.1080%2F03057925.2020.1756745

During the first years of the new century, Latin America went through significant political changes in a period of economic growth. This article identified the regulatory governance characterized by the emergence of four policy instruments: 1-new performance-based teaching career regulations with teachers' evaluations, 2-curricular standards and increasing regulation via textbook provision, 3-test-based accountability based on high-stakes assessments, 4-the formation of the 'school unit' as an accountable decision-making body. These policies created a new regime of accountability, control, and prescribed curriculum, which was fully developed in Chile and Mexico, and substantially in Brazil, Colombia, and Peru.

Adu-Baffoe, E. & Bonney, S. (2021). The role of non-governmental organizations in basic education delivery in Ghana: Implications for theory, policy, and practice. International Education Studies, 14(4), 35-47. https://files.eric.ed.gov/fulltext/EJ1291448.pdf

Non-Governmental Organizations (NGOs) play an indispensable role in the development process in Sub-Saharan Africa. This is evident in the educational sector, where most major donor organizations have increased the resources apportioned through NGOs to implement their educational programs. However, it appears that NGO interventions appear either not to have had a significant impact on quality education or the contributions of the NGOs are misplaced in view of the abysmal performance of school children, especially at the Basic Education Certificate Examinations in the Tamale Metropolis. The result showed infrastructure development, provision of teaching and learning materials, capacity development of teachers, providing learning needs to students, and school community sensitization as Action Aid support activities to basic education delivery in Tamale Metropolis. Because of the findings, it was recommended that Action Aid Ghana set up a supervision and monitoring center in collaboration with the Education Directorate to ensure effective supervision of teaching and learning.

Kosmützky, A., & Nokkala, T. (2020). Towards a methodology discourse in comparative higher education. Higher Education Quarterly, 74(2), 117-123. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=ehh&AN=142632612&site=eds-live&scope=site&custid=natuniv

The article focuses on the topics within the practices of comparative and international education in the post-truth climate in the U.S, professional lives of international scholar, and comparative studies in higher education research.

Microsoft. (n.d.). Add or delete audio in your PowerPoint presentation. https://support.microsoft.com/en-us/office/add-or-delete-audio-in-your-powerpoint-presentation-c3b2a9fd-2547-41d9-9182-3dfaa58f1316#OfficeVersion=Web

This tutorial will walk you through how to add or delete audio in your PowerPoint presentation.

Microsoft. (n.d.). Add speaker notes to your slides. https://support.microsoft.com/en-us/office/add-speaker-notes-to-your-slides-26985155-35f5-45ba-812b-e1bd3c48928e

You will be providing speaker notes in your presentation. This tutorial will walk you through how to add speaker notes to your presentation.

Microsoft. (n.d.). Create a presentation. https://support.microsoft.com/en-us/office/create-a-presentation-in-powerpoint-for-the-web-21360025-7eef-4173-9d7c-08281d55f64a

If you are new to creating a PowerPoint with Office 365, this tutorial provides some optional tutorials to help you navigate how to edit your PowerPoint.

Microsoft. (n.d.). Get started with PowerPoint for the web. https://support.microsoft.com/en-us/office/get-started-with-powerpoint-for-the-web-6303da7a-402a-4300-8b1c-160e8940cc34

If you are new to Office 365, this link will provide you with how to open a PowerPoint in Office 365.

GCFGlobal. (n.d.). PowerPoint. https://edu.gcfglobal.org/en/powerpoint/

This source provides several tutorials on how to create a PowerPoint presentation.

Microsoft. (n.d.). Record a slide show with narration and slide timing. https://support.microsoft.com/en-us/office/record-a-slide-show-with-narration-and-slide-timings-0b9502c6-5f6c-40ae-b1e7-e47d8741161c

This tutorial will walk you through how to record your PowerPoint presentation.

Microsoft. (n.d.). Start the presentation and see your notes in presenter view. https://support.microsoft.com/en-us/office/start-the-presentation-and-see-your-notes-in-presenter-view-4de90e28-487e-435c-9401-eb49a3801257

This tutorial will show you how to preview your speaker notes on one screen while you present your presentation on another screen.