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Sept 2, 2024

Practical approaches to technology-mediated formative assessment for middle school educators

This research quantitatively examines how technology-mediated formative assessment techniques affect student learning outcomes in middle school education. The research investigates the correlation between instructors’ technology use, attitudes, and student performance in several academic disciplines using surveys and evaluations conducted with teachers and students. Results show strong positive connections between how often technology is used, the specific digital tools used, how effective technology-mediated formative assessment is judged to be, and the results of student learning. On the other hand, obstacles to implementation were shown to have a negative relationship with student accomplishment. The research emphasizes that technology-mediated formative assessment is more successful in some subjects, emphasizing the necessity to customize teaching methods for each subject’s requirements. The study revealed a positive correlation between student learning outcomes and the frequency of technology use, the types of digital tools used, and the perceived effectiveness of technology-mediated formative assessment. These results suggest ways to improve the use of technology and formative assessment in middle school instruction.

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Sept 2, 2024

Evaluating how and why the Government of Rwanda failed to achieve middle-income status (MICS) in 2020: Lessons for other African countries

In the 1960s, many East Asian Tiger countries, such as Taiwan, Malaysia, China, etc., faced unfavourable socio-economic conditions like those facing many African countries such as Rwanda. For example, in the 1960s, Singapore was classified as an undeveloped country, with its GDP per capita standing at less than $320. However, all these countries managed to reach a development level like that of Western and North American countries (such as the U.S. and Canada), within a space of less than 15 years. Today, Singapore’s GDP per capita has risen to an incredible $84,501, making it the sixth highest GDP per capita in the world. With Vision 2020, President Kagame promised that Rwanda, which he referred to as “the African lion”, would cruise faster to the middle-income country status faster than Singapore and other middle income status countries, most of which are in East-Asia in less than 20 years. Thirteen years after the introduction of Rwanda’s Vision 2020, President Kagame dashed off the Wall Street Journal and other western media which often referred to Rwanda’s economic development as “the economic tiger of Africa” in his 2013 famous statement as follows: “There is a view that development is a marathon, not a sprint. We do not agree. Development is a marathon that must be run at a sprint. In our pursuit of progress, we have, of course, looked to East Asia’s so-called “tiger” economies for inspiration. But Africa’s experience is unique, and we must now define our own destiny. So, while being described as an “African tiger” is a welcome recognition of how far Rwanda has come, perhaps it isn’t quite right. After all, our continent has its own big cat. Step forward, the new lions of Africa.”. To achieve this objective between 2000 and 2020, Rwanda’s GDP per capita needed to increase from 254.94 USD (2000) to $1240 (in 2020), and the GDP growth rate was to grow consistently between 7% and 10% for a period of 20 years (2000–2020). The objective of this article is to critically analyse how the Government of Rwanda failed to achieve its promise of achieving a middle-income status (MICS) between 2000 and 2020. In 2000 the Rwandan president Paul Kagame launched Rwanda’s Vision 2020. This was a long-term framework for Rwanda’s development in 20 (i.e., 2000–2020). The idea behind Rwanda’s leadership was to imitate whatever Singapore did to become a developed country in just 15 years after its independence in 1965. Blatantly stated, President Paul Kagame wanted to turn his country into the Singapore of Africa. The IMF states that “Vision 2020 was the longer-term socio-economic development framework that sought to transform Rwanda into a middle-income country by 2020”. There is no doubt that Rwanda has made some developmental strides through the implementation of Vision 2020 as an instrument for operationalisation for the Singaporean-modelled developmental state over the past 20 years and has succeeded in some areas. However, the Government of Rwanda has failed in many areas and has failed to achieve the prestigious MICS in 2020. Therefore, among the many gaps in the current literature that this research seeks close is to find out what were some of the accomplishments that Rwanda’s Vision 2020 was unable to achieve? Why did the Government of Rwanda fail to achieve middle-income status within 20 years? What insights can other developing countries gain from Rwanda’s Vision 2020 experience? This study is a significant contribution to the current theoretical knowledge as it sheds light on the reasons behind the Government of Rwanda’s failure to achieve middle-income country status in 2020, a topic that has been largely ignored by the Government’s documents and the media. Despite Rwanda’s Vision 2020, there has been no scientific study to date that has attempted to deal with this topic. Therefore, this study, titled “Why the Government of Rwanda failed to achieve middle-income status (MICS) in 2020” is likely the first of its kind. By addressing

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Sept 2, 2024

Bridging academia and industry in the era of Industry 4.0 by means of the triple helix: The PLANET4 initiative

Practical Learning of Artificial Intelligence on the Edge of Industry 4.0 (PLANET4) is a cross-disciplinary initiative funded by the European Commission under the Erasmus+ program that embodies the triple helix model of collaboration between academia, industry, and administration. It aims to bridge the gap between academic teaching and practical applications in the context of Industry 4.0. PLANET4 focuses on developing hard skills in artificial intelligence, industrial Internet of things, and cloud and edge computing, along with the soft competencies required to manage changes in the industrial ecosystem. It involves three phases: (1) training needs analysis, taxonomy development, and workshop design; (2) collection of best practices and training material design; and (3) implementation of the PLANET4 learning course. This paper presents the materialization of these phases into a blended learning course, highlighting the integration of the triple helix model and the European Commission’s support for academia-industry collaboration with the aim of improving education quality and promoting Industry 4.0 innovation in Europe.

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Sept 2, 2024

Prospects and challenges in establishing entrepreneurship in post COVID-19 language and culture-related tourist attractions

This study discusses prospects and challenges facing start-up entrepreneurs in language and culture-related tourist attractions in Lombok, Indonesia. Data were collected by observing the operations of tourism entrepreneurs and interviewing the owners, workers, clients, and authorities in the industry. The data were analyzed using a mixed method where tourism sales over one year of business experience were quantitatively analyzed and where prime causes leading to profits and losses were qualitatively explicated. The findings identify six prospective opportunities and five challenges in sustainably establishing language and culture-related tourist attractions as core entrepreneurial businesses. This study enriches our understanding of what micro and small entrepreneurs experience at the early stages of business start-ups and how they respond to uncertainties facing them. The study also provides readers with an understanding of the prospects and the challenges facing small tourist-related entrepreneurs in operations at early start-up stages and serves as a reminder to small businesses about the potential challenges in their business operations. The article also recommends viable management plans to refer to as contingency strategies for probable future challenges. Furthermore, this study attempts to fill a gap in the literature on start-up entrepreneurship in language and culture-related tourist attractions.

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Sept 2, 2024

Patronage and low competency of members as causes of weak implementation of the functions of the village consultative body in realizing a self-governing community

Law Number 6 of 2014 concerning Villages mandates the Village Consultative Body (BPD) as a partner of the village government in empowering village communities to achieve self-governing communities. Referring to the Village Development Index (IDM) in Malang Regency, even though there are no villages classified as very underdeveloped or underdeveloped, there are still more than 61.6% (233 villages) classified as developing, while there are 33.1% (125 villages) classified as developed, and 5.3% (20 villages) are classified as independent. Departing from this phenomenon, this research aims to describe how the BPD functions are implemented in villages classified as developing in Malang Regency under the mandate of Law No. 6 of 2014. Using a qualitative approach, research data collection was carried out using depth-interview and focus group discussion (FGD) techniques. Data analysis uses the stages proposed by Cresswell. The research results indicate that the implementation of the functions and roles of BPD in the research object villages is less effective. Patronage and the low competence and capacity of the average BPD members, as a result of a less focused election process, minimal education, training, and technical guidance, and a very inadequate development budget, are the causes of the ineffective implementation of the roles and functions of BPD members. The ineffective function of the BPD breaks hopes for increased democratization and participation of village communities in efforts to achieve a self-governing community in Malang Regency.

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Aug 30, 2024

Navigating the transformation of accountant’s roles through digital and environmental challenges

This research investigates how accountants in Thailand are adapting to changes driven by advances in digital technology, environmental issues, and professional accounting organizations. The study identifies key factors influencing these shifts and assesses their impact on the accounting field. A survey of accountants from large manufacturing firms in Thailand was conducted, examining internal, external, and personal factors affecting their roles and responsibilities. The study uses Structural Equation Modeling (SEM) to analyze data from 174 respondents, identifying leadership and digital technology readiness as internal factors; sustainability force, professional entity, and digital technology force as external factors; and competency skills and attitude as personal factors. The fit indices collectively suggest that the model has a good fit to the data, demonstrated by Comparative Fit Index (CFI) value (0.91), Tucker-Lewis Index (TLI) (0.891), Root Mean Squared Error of Approximation (RMSEA) (0.067), and chi-square/degree of freedom model (1.776). The combination of the indices supports the conclusion that the model is robust and well-aligned with the observed data, and importantly capturing the relationships between the constructs under the study. Results reveal a significant transformation in the professional identity of Thai accountants, primarily driven by their positive attitude towards changes. Notably, professional accounting bodies and educational institutions appear to hinder this evolution. The findings emphasize the need for professional organizations to realign their strategies to better support the evolving roles of accountants.

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