The Role of the Bretton Woods Institutions in Forming and Spreading Education Policies

Voutsa, Maria Eleni; Borovas, George; Fotopoulos, Nikos

doi:10.1016/s2212-5671(14)00010-0

Cited by 3 publications

(4 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The Hyogo Framework for Action (HFA) 2005-2015 has identified on five priority actions to reduce disaster risk globally, namely using knowledge, innovation and education to build a culture of safety and resilience at all levels. Integration of disaster risk reduction education in school curricula is one of four key indicators of progress towards HFA priorities (Davis & Izadkhah, 2008) (Voutsa et al, 2014). Sustainable development is an impetus to focus on implementing sustainable policies regarding the introduction of school-based disaster education (Paramesti, 2011) (Nur, 2010) CIE related to disasters must be integrated with curriculum development, and relevant information delivery mechanisms, and be carried out based on the student's vulnerability development inside and outside of school, through the three main things of HFA, namely safe learning infrastructure, school disaster management, a series of school disaster management curricula and tasks established based on correct knowledge, attitude, communication, and coordination (PRABOWO, 2017) (Benis et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Factors Related to School’s Preparedness in Facing Earthquake Disasters in Denpasar City

Yusniawati¹,

Suantika²

2020

nhjk

View full text Add to dashboard Cite

Background: Earthquake is unpredictable, making it impertinent for all components of society to be prepared to handle, especially elementary school children. During earthquakes, students often experience panic, endangering their lives. It is, therefore, crucial to identify the factors affecting students' preparedness for disasters (LIPI, 2006).Objectives: This study aimed to determine the factors related to the preparedness of students in disaster prepared schools (DPS) to reduce earthquake risks in Denpasar City, Bali.Methods: This study used a descriptive correlative analytic design with a cross-sectional approach. The sample in this study were all students of Public Elementary Schools (PES) and private schools (PS) in grades 5 and 6 whose institutions have implemented DPS, and the location of the school is in the city of Denpasar. Students chosen as the research samples received a brief explanation of the research process on the first page of the electronic questionnaire and parents can give consent to be research respondents when they approve their child to be a research sample. The instruments used in this study were 50, where this questionnaire was a standard questionnaire modified by researchers from LIPI (2006), Amri et al.,(2017), Hirano et al., (2011), and Davis & Izadkhah (2008). The univariate analysis identifies each research variable, namely disaster preparedness factors (knowledge, attitudes, infrastructure and CIE) and student preparedness in DPS. The bivariate analysis used is the Gamma test when it meets the requirements. Multivariate analysis in this study used the logistic regression analysis.Results: The results of this study show that Communication, Information and Education (CIE) has a robust correlation with earthquake preparedness (r = 0.761 and p-value = 0.000). CIE of DPS schools that are not good enough will lead to low preparedness of DPS students in earthquake disaster management by nine times.Conclusion: Knowledge, attitudes, infrastructure and CIE have a relationship with disaster preparedness school preparedness in the city of Denpasar, where low CIE can lead to a greater lack of preparedness for disaster preparedness school students after the variables of knowledge, attitude, facilities and infrastructure are controlled. Keywords: Preparedness Factors, Students, And Earthquake

show abstract

Section: Discussionmentioning

confidence: 99%

Factors Related to School’s Preparedness in Facing Earthquake Disasters in Denpasar City

Yusniawati¹,

Suantika²

2020

nhjk

View full text Add to dashboard Cite

show abstract

“…Regarding the kind of public provision with private financing, Voutsa et al (2014) emphasize that in many cases it is done through public-private partnerships. This form of privatization, in particular, is becoming increasingly promoted on the allegation that it reduces public spending on education.…”

Section: Privatization and Commercialization Of Educationmentioning

confidence: 99%

“…Privatization turns education into a private commodity, marketable in a positional good, which exists for the benefit of individuals, and it is evaluated only on the basis of its extrinsic value, that is, according to the opportunities it provides by the access to the job market, under the standard qualification conditions and certificates (VOUTSA et al, 2014).…”

Section: Privatization and Commercialization Of Educationmentioning

confidence: 99%

“…For Voutsa et al (2014) in the past, the main concern was participation in formal education in mass, whereas at present the objective is to learn to acquire knowledge, skills and competences. This is promoted through non-formal and informal education to a bastion of the new model of education or the infiltration of elements of this nature within the formal education system.…”

Section: Learning and Training For The Job Marketmentioning

confidence: 99%

See 1 more Smart Citation

National education plan in Brazil (2014-2024): approach on the influence of economic policies of international organizations

Silva

Lima²,

Pagnoncelli³

2022

Dialogia

View full text Add to dashboard Cite

Em junho de 2014 foi aprovado o Plano Nacional da Educação (PNE, Lei nº 13.005), que prevê as diretrizes e metas para a educação nacional para os próximos dez anos. Por outro lado, o Grupo do Banco Mundial (GBM), o Fundo Monetário Internacional (FMI) e a Organização para a Cooperação e Desenvolvimento Econômico (OCDE) preveem projetos e orientações para os países de economia emergente a título de políticas educacionais enquanto ferramentas propulsoras do desenvolvimento econômico. O objetivo desse artigo é identificar em que medida e em quais aspectos o PNE foi orientado por políticas educacionais emanadas desses organismos internacionais. Nas metas do PNE é possível observar forte influência das políticas educacionais fundamentadas na privatização, no fomento à aprendizagem, no desenvolvimento de capacidades e em avaliações pautadas em resultados, bem como das orientações impostas por aqueles organismos internacionais de fomento ao desenvolvimento econômico.

show abstract

The Operation of the Bretton Woods Institutions in the Modern Globalized Environment: Problems and Challenges

Voutsa

Borovas

2015

Procedia Economics and Finance

View full text Add to dashboard Cite

The Role of the Bretton Woods Institutions in Forming and Spreading Education Policies

Cited by 3 publications

References 10 publications

Factors Related to School’s Preparedness in Facing Earthquake Disasters in Denpasar City

Factors Related to School’s Preparedness in Facing Earthquake Disasters in Denpasar City

National education plan in Brazil (2014-2024): approach on the influence of economic policies of international organizations

The Operation of the Bretton Woods Institutions in the Modern Globalized Environment: Problems and Challenges

Contact Info

Product

Resources

About