대안학교 표준교육비 산출에 관한 탐색적 접근

The development of a content standard model referred to in this research study is developing content standards for PAI subjects whose material content is still general in nature and still needs to be specified so that it can be further developed and compiled into teaching materials and/or textbooks for PAI subjects. What is meant by PAI subject content standards at the school level here refers to the Minister of Education and Culture, Research and Technology Regulation No. 8 of 2024 (Attachment Copy). These content standards can be used as a reference for the development and preparation of teaching materials and/or textbooks for PAI subjects at the elementary, middle school, high school/vocational school or equivalent levels. The aim of the study here is to develop a standard model for the content of PAI subjects at the school level is to develop a standard model for the content of Islamic Religious Education (PAI) subjects in elementary, middle school, high school/vocational school or equivalent with the target; First; Develop and formulate learning objectives, learning outcomes, and formulate competencies for PAI subject graduates, Second; develop content standard models into teaching materials and/or textbooks for PAI subjects and develop PAI material components. The approach used in this study is the development of a standard model of PAI subject content at the school level with a descriptive narrative explanation type. Data collection in this research was carried out by compiling the standard content of PAI subject content for elementary, middle school, high school/vocational school or equivalent levels, the content of which is still general in nature, so it is necessary to develop and prepare more detailed and in-depth material into teaching materials and/or textbooks for PAI subjects. The form of developing a content standard model is through assessing and reviewing PAI material into teaching materials and/or textbooks for PAI subjects that can be used at the school level. The results of research studies on the development of standard content models here include developing and compiling the content of teaching materials and/or textbooks for PAI subjects for elementary, middle school, high school/vocational school or equivalent levels, which need to include the content of learning objectives, material descriptions/scripts, and assessment/evaluation tools, as well as learning outcomes and graduate competencies. PAI subject content standards at the school level can be developed and compiled into PAI teaching materials and/or textbooks which include material components that include discussion of Aqidah Akhlak, Al-Quran-Hadith, Jurisprudence/Practice of Worship, History of Islamic Culture, and an introduction to the basics of Arabic and reading and writing the Al-Quran. Developers, compilers and teachers of PAI subjects can further develop content standards into teaching materials and/or textbooks for PAI subjects at school level. In this research study, the content of teaching materials for elementary, middle school, high school/vocational school or equivalent levels has been described which can be used as an example of developing a standard model of content at the school level.

Social costs in education plays decisive role for education development and economic growth of a nation. In this context, this article tries to analyze the size, trend and growth rate of social cost in the education sector of Nepal by disaggregating it into total social cost, recurrent social cost, capital social cost, unit cost and marginal cost in community based school education of Nepal. The study is based on the secondary data obtained from official documents of Nepal’s Government such as flash report, budget speech, red book and so on. The time series data from 2011 AD to 2015 AD were collected for the analysis by using convenience non-random sampling method. The overall finding of the study shows that the share of the annual average social cost in education is 15.84 percent of the total cost of the government of Nepal. In other words, the government has allocated annual average Rs 68930697.6 thousands as social cost in educational sector during the study years. The average annual growth rate of this cost is 5.15 percent. The study also indicates that annual average total social cost is Rs 68930697.6 thousands, recurrent social cost is Rs 5,71,63,418.79 thousands and capital social cost is Rs 1,17,67,278.81 thousands in Nepal. Similarly, annual average total social cost is estimated to be Rs 3,33,35,928.80 thousands. The total social unit cost per teacher and total social unit cost per student are Rs 196.39 thousands and 5.51 thousands respectively. The annual average marginal social cost per teacher and marginal social cost per student are Rs 1308.08 thousands and -202.96 thousands respectively. The negative sign indicates that student enrolment has decreased over the study period. The findings of the study conclude that there is no any predictable relationship among student enrolment, teaching and non-teaching staffs and social cost of education in case of Nepal. However, UNESCO (1999) had analyzed public investment on education of 16 countries and it found that their average investment on education was 19.2 percent of GDP. Therefore, Nepal government should increase in educational investment from its current status of 15.80 percent to at least more than it in the coming years to develop educational sector of Nepal.

Edukologijos doktorantėVilniaus universiteto Filosofijos fakulteto Edukologijos katedraUniversiteto g. 9/1, LT-01513 Vilnius. Tel. (8 5) 266 76 25El. paštas: nomedacerniauskaite@gmail.comStraipsnyje siekiama pateikti tikslesnę alternatyvaus ugdymo sampratą, nes ji gali būti labai įvairi ir priklausyti nuo alternatyvios mokyklos keliamų tikslų ir aplinkos, kurioje ji veikia. Kiekviena alternatyvaus ugdymo samprata savitai išryškina alternatyvaus ugdymo kriterijus, kuriais remiantis gali būti modeliuojama alternatyvi mokykla ir jos ugdymo sistema, atliepianti pačius įvairiausius besimokančiojo ugdymo(si) poreikius bendrojo ugdymo mokykloje, taip pat tuos alternatyvaus ugdymo kriterijus, kurie galėtų tapti postūmiu bendrojo ugdymo mokyklų kaitai. Alternatyvus ugdymas, kurio mokymo(si) priemonių (ir metodų) įvairovė suteikia galimybę prisitaikyti prie kiekvieno mokinio individualių poreikių, sudaro galimybes įsigyti pagrindinį ar vidurinį išsilavinimą tiems, kuriems keblu tai padaryti tradicinėje bendrojo ugdymo mokykloje.

The middle years of school represent a time of educational turbulence, serving to marginalise some students from educational opportunities. Much research has focussed on individual cognitive factors influencing educational engagement, with less attention directed towards social interactions. Theoretically positioned within an expectancy–value model of achievement motivation, this study draws on the lived experience of a 12-year-old student within an alternative school in South Australia, Australia, to explore how social encounters may contribute to educational marginalisation. Findings from a narrative case study employing a semi-structured interview suggested that connections exist between social influences, such as interactions with teachers and peers, and subsequent achievement motivation. This study suggests that social interactions are critical determinants to an individual's educational engagement, affecting educational ability, expectancy and value beliefs.

Objectives In this study, I aimed to represent the school curriculum image from the memories of graduates of an alternative school that has passed 20 years and analyze it for the purpose of understanding their lives based on that image. Methods As a qualitative research case study, in an alternative school, I selected one teacher and nine graduates as participants. I described, analyzed, and interpreted the school experiences and memories of current life from the teacher and graduates, focusing on the images and sustainability of the schooling in terms of meaning. Results In the school curriculum the participants lived a unique daily life that pursued independence, aimed to being together in a community capable of ecological circulation, and purposed to have ability of self-directed learning. They faced challenges during the high school years when trying to enter mainstream society, experienced conflicts between academic life and reality during university, and attempted to live by participating in society in their own way. Conclusions The experiments conducted by the specific alternative school had both positive and negative impacts on the lives of the graduates. In their lives, there were efforts to attain agency, and they were striving to find their own ways to overcome the barriers of reality. It became evident that the educational curriculum of the alternative school under study was another form of school that conveyed specific values and ideologies.

Introduction: Costing information is vitally important for public health management. It is applied in relation to priority setting concerning health problems, cost control, health economic evaluation, and health-care financing. When calculating the cost of illness as well as the cost of the health-care program, the cost of the same quantity of utilized services can be different if their unit costs are different. Many countries have attempted to alleviate such difficulties by developing a standard or reference list of the unit cost of health-care services. Aims: This review aimed to explore the situation of the national reference unit cost (NRUC) of health-care services in various countries. Materials and Methods: The study was designed as a systematic review. We searched articles from the PubMed and Google Scholar databases in November 2015 using a combination of keywords, MeSH terms, and other free text terms considered suitable for the purpose. The study only included complete peer-reviewed publications that were reported in the English language. Editorial, reviewed, or methodological articles were excluded. Results: Of the 437 identified citations, seven articles related to the unit cost of medical services studies met the selection criteria. These studies were conducted in Canada, the Netherlands, Australia, Thailand, the Philippine, the United Kingdom, and India. The NRUC has been introduced into economic evaluation analysis or reimbursement. Australia was the first country to publish a standard unit cost study in 1992, while the standard costs list for health economic evaluation in Thailand, which was published in 2014, is the newest available list. The standard unit cost list in England is updated annually and provided to all hospitals. Both top-down and bottom-up costing methodologies were used to validate the accuracy of the results. Conclusion: This first systematic review concerning the NRUC of medical services clearly showed that the current situation, as well as the international methodological guidelines for conducting and reporting the NRUC of health-care services, should be developed as soon as possible.

The influence of school type and perceived teaching style on students’ creativity

Public schools in the United States are predicated upon some common, albeit contested, understanding of a “normal” child. Such an identity comes with corresponding rules of behavior. In this study, we use identity politics as the primary lens through which to interpret the experiences of students at an alternative middle and high school. Through ethnographic field observational data and student interviews over a four-month period, we examine student narratives to inform the theoretical framework of this research. We conclude that the alternative school in this case study is a stigmatized space for students with spoiled identities (Goffman, 1963). We offer implications for alternative schools in general and suggest that their design, by definition, can reinforce the stigmatized identity and its corresponding “deviant” behavior.

The purpose of this research is to find out if it is possible to apply the Waldorf School's mathematics education method to Korean alternative schools which are run under the national curriculum. To achieve this, the researcher conducted class on geometry for three weeks with ten 7th graders(four girls and six boys) from Apple Tree Waldorf alternative school in Busan, which has adopted Valdorf education courses. For the first two weeks, the class was about 'fundamental geometrical construction', and then it was evaluated. On the third week, the lesson was on plane figures, followed by a test with 9 plane figure questions that are based on general middle school mathematics curriculum. The result shows that most of the students understood 'fundamental geometrical construction'. When it comes to the test on 'plane figures', seven students got 8 out of 9 right, two students got 6 out of 9 right, and one of them had difficulty solving the questions. According to the results of this research, it is thought that there will be no problem for students to understand mathematical concept even if the Waldorf School's mathematics education method is applied to Korean alternative schools. Also, the Waldorf School's mathematics education method is considered to be a good teaching model for the Korean mathematics curriculum which places emphasis on 'mathematical creativity' in regard to the curriculum and contents.

ABSTRACTA Midwestern state allocated grant funding to encourage more accessible alternative programming at the middle level. Seventeen schools were approved for this grant and used the funds to supplement the operation of a new or existing program. This study provides policymakers and educators with an overview of the various types of alternative middle school programs in the state, focusing on schools that met the qualifications for funding. The study revealed varying models and promising practices for meeting the needs of at-risk youth, and it identified shortcomings such as a lack of adequate funding, gaps in services, and the need for documentation and systematic data collection to determine program effectiveness and better serve students.

We analyzed nationally representative data from the 1998 National Alternative High School Youth Risk Behavior Survey, conducted by the Centers for Disease Control and Prevention, to determine the prevalence of substance use on school property among alternative high school students in the United States, to describe the characteristics of students who use substances on school property, and to examine the interrelationships of substance-use behaviors. During the 30 days preceding the survey, nearly 48 percent of students used at least one substance on school property and 17 percent used more than one substance on school property. Males were more likely than females and white students were more likely than black or Hispanic students to have used substances on school property. The results of this and other studies suggest that school administrators, public health practitioners, and policy makers should work to improve strategies for reducing substance use in this heterogeneous, hard-to-reach population.

This study was conducted to analyze the use of standard costs as a means to increase efficiency in production costs in the legging convection business. The background of this study is the inefficiency of its costs caused by waste of raw materials, use of working hours that exceed the limit, and an increase in factory overhead costs. The method approach chosen is qualitative research with a case study technique. Primary data was obtained through direct interviews with the owner of the convection business, while secondary data was collected through observation and documentation of the production process. The findings of the study indicate that there is a significant difference between standard costs and actual costs, which is IDR 11,000 for each product unit. The standard cost for each legging unit is recorded at IDR 50,000, while the actual cost reaches IDR 61,000. This inefficiency, if multiplied by the number of products produced each day of 100 units, will result in a waste of IDR 1,100,000 in a day or around IDR 27,500,000 in a month. These results indicate that the application of a standard cost system can provide a clear picture of the production cost structure, identify sources of waste, and play a role in increasing operational efficiency. Therefore, standard costs can be used as an effective cost control tool in convection production management

Many societies underinvest in girls' and women's education for three main reasons: high direct, indirect, and cultural costs; too few private benefits; and parent's failure to consider the social benefits of education. Strategies that have increased female enrollment are those that: lower the costs of education by providing culturally appropriate facilities, scholarships, and alternative schools that offer classes in the early morning or evening; and those that train girls and women in growth sectors of the economy at the same time that they make strong recruitment and placement efforts. Strategies that have failed include those that distribute school uniforms and offer vocational training that is not directly linked to employment. Too little information is available to assess the effectiveness of programmed learning, day care, home technologies, information campaigns, school meals, and the revamping of curricula and textbooks to introduce broader roles for women. More research is needed on: 1) the importance parents and girls attach to the quality of available education when making their schooling decisions; 2) girls' and women's participation in educational programs; and 3) individual, family, community, and school factors that limit girls' and women's participation and achievement. There should also be more experiments with different approaches and more evaluation of program outcomes.

High-quality research into education costs can inform better decision making. Improvements to cost research can be guided by information about the research questions, methods and reporting of studies evaluating costs in health professions education (HPE). Our objective was to appraise the overall state of the field and evaluate temporal trends in the methods and reporting quality of cost evaluations in HPE research. We searched the MEDLINE, CINAHL (Cumulative Index to Nursing and Allied Health Literature), EMBASE, Business Source Complete and ERIC (Education Resources Information Centre) databases on 31 July 2017. To evaluate trends over time, we sampled research reports at 5-year intervals (2001, 2006, 2011 and 2016). All original research studies in HPE that reported a cost outcome were included. The Medical Education Research Study Quality Instrument (MERSQI) and the BMJ economic checklist were used to appraise methodological and reporting quality, respectively. Trends in quality over time were analysed. A total of 78 studies were included, of which 16 were published in 2001, 15 in 2006, 20 in 2011 and 27 in 2016. The region most commonly represented was the USA (n=43). The profession most commonly referred to was that of the physician (n=46). The mean±standard deviation (SD) MERSQI score was 10.9±2.6 out of 18, with no significant change over time (p=0.55). The mean±SD BMJ score was 13.5±7.1 out of 35, with no significant change over time (p=0.39). A total of 49 (63%) studies stated a cost-related research question, 23 (29%) stated the type of cost evaluation used, and 31 (40%) described the method of estimating resource quantities and unit costs. A total of 16 studies compared two or more interventions and reported both cost and learning outcomes. The absolute number of cost evaluations in HPE is increasing. However, there are shortcomings in the quality of methodology and reporting, and these are not improving over time.

During 1990 the Scottish Office Education Department (SOED, 1990a) indicated that adult basic education (ABE), as an area of community education, was “currently receiving a high priority rating by Ministers”. The year had been designated International Literacy Year and an inspection by HM Inspectors was scheduled for 1991-92. To coincide with these two events, the SOED Research and Intelligence Unit commissioned a research project to map provision for ABE in Scotland and identify the costs and benefits of a number of different approaches to delivering ABE, paying pariticular attention to those key elements which contributed to the effective delivery of the service. Recent research funded by the Scottish Office had focused on effectiveness particularly at the school level, and had led to the production of training modules for headteachers and performance indicators for that sector. One authority, Strathclyde Region, had developed a system of quality pointers including both quantitative measures and exempla...