Publisher: Macrothink Institute   (Total: 41 journals)   [Sort by number of followers]

Showing 1 - 41 of 41 Journals sorted alphabetically
Aquatic Science and Technology     Open Access   (Followers: 4)
Asian J. of Finance & Accounting     Open Access   (Followers: 16)
Business and Economic Research     Open Access   (Followers: 12)
Business and Management Horizons     Open Access   (Followers: 13)
Business Management and Strategy     Open Access   (Followers: 45)
Case Studies in Business and Management     Open Access   (Followers: 12)
Education and Linguistics Research     Open Access   (Followers: 5)
Environmental Management and Sustainable Development     Open Access   (Followers: 10)
Intl. Finance and Banking     Open Access   (Followers: 3)
Intl. J. of Accounting and Financial Reporting     Open Access   (Followers: 16)
Intl. J. of Culture and History     Open Access   (Followers: 10)
Intl. J. of Education     Open Access   (Followers: 17)
Intl. J. of English Language Education     Open Access   (Followers: 14)
Intl. J. of Human Resource Studies     Open Access   (Followers: 13)
Intl. J. of Industrial Marketing     Open Access   (Followers: 5)
Intl. J. of Learning and Development     Open Access   (Followers: 5)
Intl. J. of Linguistics     Open Access   (Followers: 12)
Intl. J. of Regional Development     Open Access   (Followers: 1)
Intl. J. of Social Science Research     Open Access   (Followers: 14)
Intl. J. of Social Work     Open Access   (Followers: 21)
Intl. Research in Education     Open Access   (Followers: 6)
Issues in Economics and Business     Open Access  
Issues in Social Science     Open Access   (Followers: 5)
J. for the Study of English Linguistics     Open Access   (Followers: 6)
J. of Agricultural Studies     Open Access   (Followers: 2)
J. of Applied Biotechnology     Open Access   (Followers: 2)
J. of Asian Development     Open Access   (Followers: 2)
J. of Biology and Life Science     Open Access   (Followers: 2)
J. of Corporate Governance Research     Open Access  
J. of Education and Training     Open Access   (Followers: 3)
J. of Educational Issues     Open Access  
J. of Entrepreneurship and Business Innovation     Open Access   (Followers: 7)
J. of Environment and Ecology     Open Access   (Followers: 10)
J. of Food Studies     Open Access   (Followers: 5)
J. of Management Research     Open Access   (Followers: 5)
J. of Public Administration and Governance     Open Access   (Followers: 29)
J. of Social Science Studies     Open Access   (Followers: 13)
J. of Studies in Education     Open Access   (Followers: 4)
Research in Applied Economics     Open Access   (Followers: 3)
Research in Business and Management     Open Access   (Followers: 1)
World J. of Business and Management     Open Access   (Followers: 1)
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Journal of Education and Training
Number of Followers: 3  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2330-9709
Published by Macrothink Institute Homepage  [41 journals]
  • Examining the Role of Non-Formal Education as a Conduit to Poverty
           Reduction and Rural Development: The Case of a Rural Community in a
           Municipality in Ghana

    • Authors: Emmanuel Intsiful, Albert Martins
      Pages: 1 - 17
      Abstract: Non-formal education (NFE) programmes involve literacy and numerical programmes that aim at training people to read and write. Gaining such basic literacy skills enables a person to use the reading, writing and calculation to develop the self and the community as a whole. In the Ghanaian context, the Ministry of Education in the year 2000 established the National Functional Literacy Programme with the chief aim of making accessible literacy and life skills to the rural poor and the illiterate. The aim of this paper was to examine the extent to which non-formal education contributes to literacy improvement, poverty reduction and rural development in a rural community within a municipality in Ghana. The researchers employed Amartya Sen’s capabilities approach to economic and human development and Paulo Freire’s concept of education for conscientization.The findings of the study show that the non-formal education programme plays a very critical role in the reduction of illiteracy coupled with improving the living standard of the rural adult learners, once the programme is well organized and implemented. Thus, the activities of NFE have the potential to make the illiterate poor become functionally literate which is a necessary condition for poverty reduction. Providing skill training is one of the major ways of improving the livelihood of poor people. Based on the impact of NFE activities on those who had graduated from the programme has the potential of reducing illiteracy and improving the standard of living of the people. The impact has been felt in areas like literacy and numeracy, economic, social and political empowerment of learners in the community studied. However, the programme needs to be strengthened to address the issue of funding which has become a major challenge for the NFE. Facilitators and supervisors need enough motivation to commit them fully to the task and learners need support to start their own business to bring about meaningful poverty reduction.
      PubDate: 2019-04-04
      DOI: 10.5296/jet.v6i2.13586
      Issue No: Vol. 6, No. 2 (2019)
       
  • A Conceptual Framework for Trust-building to Promote Teacher Leadership

    • Authors: Bryan S. Zugelder, B. Grant Hayes
      Pages: 18 - 29
      Abstract: This article proposes a conceptual framework for building trust between principals and teachers for the purpose of empowering teacher leaders within a school environment. While instructional leadership is the ultimate responsibility of the school principal, researchers have recognized they cannot perform alone. Therefore, it is necessary for principals to build trust with teachers. The concept of principal and teacher trust appears throughout educational leadership research; however, a clear conceptual framework which demonstrates a method for creating and ensuring trust can be used as a teaching tool in principal and teacher leadership preparation. Implications for research include testing and validating the framework, while investigating findings on its effectiveness.
      PubDate: 2019-04-09
      DOI: 10.5296/jet.v6i2.14530
      Issue No: Vol. 6, No. 2 (2019)
       
  • Lifelong Learning Policies: The Case of Work-Based Learning

    • Authors: Aggelos Kavasakalis, Foteini Liossi
      Pages: 30 - 40
      Abstract: In this paper the role of validation and recognition of non-formal and informal learning, focusing on work-based learning (WBL) is examined. The paper is based on the analysis of EU and international organizations policy documents related to developments in the areas of Lifelong Learning and the development of learning processes through WBL. In the first section, a general overview of the wider condition of the society and economy and the necessity of the discussion on the paper’s theme take place. In the next part of the paper a mention of key points of the European policies on life-long learning with the focus of recognition and validation of non-formal and informal learning is been presented. In the third part, the section before the concluding remarks, the theme of Work-based learning, the development of necessary validation processes and the challenges are being analyzed.
      PubDate: 2019-07-16
      DOI: 10.5296/jet.v6i2.14804
      Issue No: Vol. 6, No. 2 (2019)
       
  • Undergraduate Internships: Conflicting Interests

    • Authors: David Greene
      Pages: 41 - 51
      Abstract: Internships are becoming an important component in undergraduate programs across a wide range of disciplines. Escalating financial and scheduling conflicts have been found to force students to make difficult decisions regarding participation. This mixed methods case study was conducted in a human services undergraduate program that requires a 450-clock hour internship. It was hypothesized that a majority of students would recommend either a shorter internship, or elimination of the requirement entirely. The opposite was found. A significant majority (X2 [2, n = 86] = 47.53, p < .001) believed that the 450-clock hour internship was the appropriate length. This was consistent for females and non-traditional students, two at-risk groups for financial and scheduling conflicts. Qualitative responses suggested that students found successful ways to address the financial and scheduling concerns. This study provides support that students believe in the benefits of internship, even when facing financial and scheduling conflicts. 
      PubDate: 2019-07-29
      DOI: 10.5296/jet.v6i2.14880
      Issue No: Vol. 6, No. 2 (2019)
       
 
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