{"title":"Book Review: Education to Build Back Better","authors":"Malaka Samara","doi":"10.51474/jer.v13i1.666","DOIUrl":"https://doi.org/10.51474/jer.v13i1.666","url":null,"abstract":"","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91255788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The role of higher education and research institutions is, in principle, very crucial to inform the public policymaking processes and the policies themselves. A growing body of literature underscores the rationale for using university-produced data, evidence or research findings and implications while formulating national policies. In recent times, there has been mounting global interest in making use of research evidence while making public policies (Boswell & Smith, ?2017; Glied et al., 2018; Newman et al., 2016). However, whether policymaking bodies ever try to use such evidence while formulating national policies or the universities make a systematic attempt to inform policymakers of the recent and relevant research has been questionable in the South Asian context. Some scholars also critique that academic research though submerged in “scientific and methodological rigour is generally found to be of little relevance to practice” (Panda & Gupta, 2014, p. 156). My experience of working in academia and with government informs that research is only one [small one, not capital ONE] of many things that influence the public policymaking in Nepal. In fact, policymaking is not a linear, rational process and thus local values, cultures and ideologies are equally important (Dhakal, 2019a; Parajuli, 2015). So I am inclined to use the term ‘evidence-informed’ policy (Bowen & Zwi, 2005; Centre for Public Impact, 2018; Head, 2015) rather than ‘evidence-based policy’ (Nutley et al., 2007; Newman et al., 2016) in the Nepali public policymaking context. I assume the basics of the making of public policy in developing countries to be somehow similar. The national policymaking structures are government bodies (state agencies) and the processes mostly include the interaction between the politicians, bureaucrats, and a few experts or interest groups. Ironically, the expert meetings are often limited to exploring opinions and limited experiences of the experts, rather than engaging in data/evidence-based discussion (Dhakal, 2017). As such, rather than being based on or informed by extant research evidence, the processes in Nepal are often driven by (political and bureaucratic) interests (Dhakal, 2019b; Jones, 2010; Gelal, 2015; Pokharel, 2015). Moreover, in recent years, the policymaking domain in Nepal has expanded to include non-state actors such as international/donor agencies, INGOs, and pressure groups (Gelal, 2015). These inform us that a careful re-examination of the policymaking processes in Nepal is necessary. Against the above backdrop, this piece of writing highlights the role of higher education institutions in influencing the evidence-informed policy-making in Nepal. Moreover, it also attempts to envisage ways to influencing policymaking structures and processes through research evidence in Nepal.
{"title":"Academia-Policy Linkages: Bringing Evidence Into Policymaking Processes","authors":"R. Dhakal","doi":"10.51474/jer.v12i2.620","DOIUrl":"https://doi.org/10.51474/jer.v12i2.620","url":null,"abstract":"The role of higher education and research institutions is, in principle, very crucial to inform the public policymaking processes and the policies themselves. A growing body of literature underscores the rationale for using university-produced data, evidence or research findings and implications while formulating national policies. In recent times, there has been mounting global interest in making use of research evidence while making public policies (Boswell & Smith, ?2017; Glied et al., 2018; Newman et al., 2016). However, whether policymaking bodies ever try to use such evidence while formulating national policies or the universities make a systematic attempt to inform policymakers of the recent and relevant research has been questionable in the South Asian context. Some scholars also critique that academic research though submerged in “scientific and methodological rigour is generally found to be of little relevance to practice” (Panda & Gupta, 2014, p. 156). My experience of working in academia and with government informs that research is only one [small one, not capital ONE] of many things that influence the public policymaking in Nepal. In fact, policymaking is not a linear, rational process and thus local values, cultures and ideologies are equally important (Dhakal, 2019a; Parajuli, 2015). So I am inclined to use the term ‘evidence-informed’ policy (Bowen & Zwi, 2005; Centre for Public Impact, 2018; Head, 2015) rather than ‘evidence-based policy’ (Nutley et al., 2007; Newman et al., 2016) in the Nepali public policymaking context. \u0000I assume the basics of the making of public policy in developing countries to be somehow similar. The national policymaking structures are government bodies (state agencies) and the processes mostly include the interaction between the politicians, bureaucrats, and a few experts or interest groups. Ironically, the expert meetings are often limited to exploring opinions and limited experiences of the experts, rather than engaging in data/evidence-based discussion (Dhakal, 2017). As such, rather than being based on or informed by extant research evidence, the processes in Nepal are often driven by (political and bureaucratic) interests (Dhakal, 2019b; Jones, 2010; Gelal, 2015; Pokharel, 2015). Moreover, in recent years, the policymaking domain in Nepal has expanded to include non-state actors such as international/donor agencies, INGOs, and pressure groups (Gelal, 2015). These inform us that a careful re-examination of the policymaking processes in Nepal is necessary. \u0000Against the above backdrop, this piece of writing highlights the role of higher education institutions in influencing the evidence-informed policy-making in Nepal. Moreover, it also attempts to envisage ways to influencing policymaking structures and processes through research evidence in Nepal. ","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"62 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89199284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
E. V. Teijlingen, B. Simkhada, P. Regmi, P. Simkhada, V. Hundley, K. Poudel
Getting a PhD is the highest possible education qualification which only a small proportion of all students achieve. As a consequence, examining PhD research in the form of a doctoral thesis is specialist work. This paper highlights the different options that are available for PhD examiners. There are four general options: (1) pass, (2) rewrite and resubmit; (3) lower degree, with or without resubmission; and (4) fail the PhD. However, from our experience, of both being examined for our own PhDs and examining others at a range of different universities, we have noted a considerable variety in detail within these common options. This paper outlines a variety of outcomes of a PhD examination, followed by four short case studies, each reflecting on a particular aspect /differences we experienced as examinees or as examiners. This paper further aims to alert PhD candidates and examiners to study the examination rules set by the awarding university, as the details of the PhD examination outcome, and hence the options available to both examiners and the students may differ more than one might expect.
{"title":"Reflections on Variations in PhD Viva Regulations: “And the Options Are …”","authors":"E. V. Teijlingen, B. Simkhada, P. Regmi, P. Simkhada, V. Hundley, K. Poudel","doi":"10.51474/jer.v12i2.624","DOIUrl":"https://doi.org/10.51474/jer.v12i2.624","url":null,"abstract":"Getting a PhD is the highest possible education qualification which only a small proportion of all students achieve. As a consequence, examining PhD research in the form of a doctoral thesis is specialist work. This paper highlights the different options that are available for PhD examiners. There are four general options: (1) pass, (2) rewrite and resubmit; (3) lower degree, with or without resubmission; and (4) fail the PhD. However, from our experience, of both being examined for our own PhDs and examining others at a range of different universities, we have noted a considerable variety in detail within these common options. This paper outlines a variety of outcomes of a PhD examination, followed by four short case studies, each reflecting on a particular aspect /differences we experienced as examinees or as examiners. This paper further aims to alert PhD candidates and examiners to study the examination rules set by the awarding university, as the details of the PhD examination outcome, and hence the options available to both examiners and the students may differ more than one might expect. \u0000 \u0000 ","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77503621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper aims to investigate how students can maximize and develop their skills for reading short passages. It also aims to explain and evaluate students’ views of and experiences with reading such passages. To meet these objectives, the study adopts a quantitative approach. Data are collected from 540 students studying English in the second semester through an online questionnaire. The study indicates that most participants are intensely interested in developing their reading skills in short passages. It also shows that although most participants can understand the meaning of ‘some’ words in the selected passages, they cannot pronounce/read them accurately. Therefore, the current paper attempts to understand whether these students can shift from a weaker to a stronger level of short passage reading. Based on these findings, we make two recommendations: to adapt short passages to low-ability students and to engage these students with different follow-up systematic reading techniques and practices – which differ from those used with students of higher ability. However, despite the importance of our study findings, further research is still required in this area.
{"title":"Assessing and Overcoming Reading Difficulties: Students’ Views on Reading Short Passages","authors":"Adil El Filali, Abdellatif El Aidi","doi":"10.51474/jer.v12i2.621","DOIUrl":"https://doi.org/10.51474/jer.v12i2.621","url":null,"abstract":"This paper aims to investigate how students can maximize and develop their skills for reading short passages. It also aims to explain and evaluate students’ views of and experiences with reading such passages. To meet these objectives, the study adopts a quantitative approach. Data are collected from 540 students studying English in the second semester through an online questionnaire. The study indicates that most participants are intensely interested in developing their reading skills in short passages. It also shows that although most participants can understand the meaning of ‘some’ words in the selected passages, they cannot pronounce/read them accurately. Therefore, the current paper attempts to understand whether these students can shift from a weaker to a stronger level of short passage reading. Based on these findings, we make two recommendations: to adapt short passages to low-ability students and to engage these students with different follow-up systematic reading techniques and practices – which differ from those used with students of higher ability. However, despite the importance of our study findings, further research is still required in this area.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88826609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Gurung, R. Chapagain, Deepesh Ranabhat, Ravindra Prasad Baral, Puspanjali Bhandari, Subigya Thapa
College choice remains a crucial concern for students and parents, particularly during admissions. The decision students make about their education has far-reaching consequences for their future. This topic has been explored extensively in the literature. However, few studies have focused on institutional factors of students’ college choice decisions in Nepal. Therefore, this study examines institutional determinants/factors which are more significant in college choice decisions. Based on a survey of 385 conveniently sampled undergraduate and postgraduate business students of Pokhara University, the factor analysis results demonstrate four institutional factors: university/college reputation, quality of educational facilities, cost and financial assistance, and employment opportunities as significant factors in college choice decisions. This research aids colleges in marketing themselves to prospective students and understanding what drives individuals to pursue higher education by revealing the most significant institutional factors. Moreover, the study's limitations are discussed and suggestions for further investigation are offered.
{"title":"Institutional Determinants of College Choice Decisions Among Business Students in Nepal","authors":"S. Gurung, R. Chapagain, Deepesh Ranabhat, Ravindra Prasad Baral, Puspanjali Bhandari, Subigya Thapa","doi":"10.51474/jer.v12i2.622","DOIUrl":"https://doi.org/10.51474/jer.v12i2.622","url":null,"abstract":"College choice remains a crucial concern for students and parents, particularly during admissions. The decision students make about their education has far-reaching consequences for their future. This topic has been explored extensively in the literature. However, few studies have focused on institutional factors of students’ college choice decisions in Nepal. Therefore, this study examines institutional determinants/factors which are more significant in college choice decisions. Based on a survey of 385 conveniently sampled undergraduate and postgraduate business students of Pokhara University, the factor analysis results demonstrate four institutional factors: university/college reputation, quality of educational facilities, cost and financial assistance, and employment opportunities as significant factors in college choice decisions. This research aids colleges in marketing themselves to prospective students and understanding what drives individuals to pursue higher education by revealing the most significant institutional factors. Moreover, the study's limitations are discussed and suggestions for further investigation are offered. \u0000 \u0000 \u0000 ","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"74 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90290169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Experiences of Online and Distance Learners of Nepali Universities","authors":"L. Gurung","doi":"10.51474/jer.v12i2.629","DOIUrl":"https://doi.org/10.51474/jer.v12i2.629","url":null,"abstract":" \u0000 \u0000 ","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85732204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The book “How Languages Are Learned” introduces major theories of first and second language acquisition and their application in real classroom situations. It discusses early, foundational research studies on language acquisition and some latest research in the area. First published in 1993, it went through four editions by 2013. This shows the popularity of the book.
{"title":"Book Review: How Languages Are Learned","authors":"Krishna Kumari Upadhayaya","doi":"10.51474/jer.v12i2.628","DOIUrl":"https://doi.org/10.51474/jer.v12i2.628","url":null,"abstract":"The book “How Languages Are Learned” introduces major theories of first and second language acquisition and their application in real classroom situations. It discusses early, foundational research studies on language acquisition and some latest research in the area. First published in 1993, it went through four editions by 2013. This shows the popularity of the book.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79133700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Phenomenology is all about making meaning of primal lived experiences. But it is often a huge challenge to know where to start interpreting the experiences as they are lived. van Manen has described the lifeworld existentials of phenomenology to be interwoven within the lived body, lived space, lived time, and lived human relations. These existentials have a deeper significance when we seek to interpret the lived experience for a phenomenon. In phenomenology, lived body is something more than our pair of limbs, torso, and head; lived space is not meant as physical space; lived time is different from object time; and lived relation is not merely human interaction. Simply put, they are felt body, space, time, and relation. Furthermore, these existentials are inseparably interwoven with each other in such a way that a superficial understanding of lifeworld will seldom attain those wonders hidden within the lived experiences. In this article, I have tried to simplify and elaborate on these individual lifeworld existentials with reference to my prior experience of phenomenological study in educational settings so that it is convenient for beginner scholars to understand the scope of meaningmaking in phenomenology.
{"title":"Meaning Making of Lived Experiences in Phenomenological Inquiry","authors":"Binod Basnet","doi":"10.51474/jer.v12i2.626","DOIUrl":"https://doi.org/10.51474/jer.v12i2.626","url":null,"abstract":"Phenomenology is all about making meaning of primal lived experiences. But it is often a huge challenge to know where to start interpreting the experiences as they are lived. van Manen has described the lifeworld existentials of phenomenology to be interwoven within the lived body, lived space, lived time, and lived human relations. These existentials have a deeper significance when we seek to interpret the lived experience for a phenomenon. In phenomenology, lived body is something more than our pair of limbs, torso, and head; lived space is not meant as physical space; lived time is different from object time; and lived relation is not merely human interaction. Simply put, they are felt body, space, time, and relation. Furthermore, these existentials are inseparably interwoven with each other in such a way that a superficial understanding of lifeworld will seldom attain those wonders hidden within the lived experiences. In this article, I have tried to simplify and elaborate on these individual lifeworld existentials with reference to my prior experience of phenomenological study in educational settings so that it is convenient for beginner scholars to understand the scope of meaningmaking in phenomenology.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"78 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91208255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Career choice of students differs due to many factors which influence their decision on whether or not to pursue their career of choice. Since making a career choice becomes a turning point in a student’s life, it requires careful consideration. This research identifies the level of the five determinants (academic interest, self-efficacy, financial benefits, non-financial benefits, and family expectations) of TVET career choice, especially in diploma-level engineering students, and their association with each other. The study adopts a quantitative approach by using a survey design. The respondents are selected using a simple random sampling technique. The data are collected by questionnaire through google form at the time of the COVID-19 pandemic. Out of the total of 215 questionnaires emailed to the first-year students, 205 questionnaire forms are counted as valid. The data are analysed descriptively and inferentially using Statistical Package for Social Sciences (SPSS) Version 25 as the main analysis tool. The finding shows a high level of self-efficacy, and all five determinants are strongly associated with one another. Also, these five determinants differ across the locale.
{"title":"Level of Determinants of TVET Career Choice and Relation to Locale: A Study on Diploma Level Engineering Students","authors":"Jeevan Tamang","doi":"10.51474/jer.v12i2.627","DOIUrl":"https://doi.org/10.51474/jer.v12i2.627","url":null,"abstract":"Career choice of students differs due to many factors which influence their decision on whether or not to pursue their career of choice. Since making a career choice becomes a turning point in a student’s life, it requires careful consideration. This research identifies the level of the five determinants (academic interest, self-efficacy, financial benefits, non-financial benefits, and family expectations) of TVET career choice, especially in diploma-level engineering students, and their association with each other. The study adopts a quantitative approach by using a survey design. The respondents are selected using a simple random sampling technique. The data are collected by questionnaire through google form at the time of the COVID-19 pandemic. Out of the total of 215 questionnaires emailed to the first-year students, 205 questionnaire forms are counted as valid. The data are analysed descriptively and inferentially using Statistical Package for Social Sciences (SPSS) Version 25 as the main analysis tool. The finding shows a high level of self-efficacy, and all five determinants are strongly associated with one another. Also, these five determinants differ across the locale.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75340740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Science represents the body of knowledge which has been shaping the world, and it forms the basis of every discipline ranging from the core science to philosophy. Fundamentally, the understanding of science is two-fold, where one is related to the science of the common people while the other is related to high-order scientific ideas, theories, and research. In this era of the fourth industrialisation, the challenge is not limited to the training of top scientists but to making science accessible to every one by bringing science to the lay public. This is where the ‘Public understanding of sustainability science (PUSS)’ represents a key concept as it aims at transforming the lay public into informed citizens with the appropriate knowledge, know-how, skills, attitudes, and values required to understand and face current and future challenges such as the energy crisis, climate change, emergence, and re-emergence of new epidemics, using an integrated approach. The ‘Public Understanding of Science (PUS)’, as a dimension, originated during the late 1980s from the concept of ‘science literacy’ as a response to the public deficit discourse at that time, where the focus of science was shifting from knowledge to attitudes. And during the last decade, the public deficit discourse on trust deficiency shifted the paradigm from PUS to ‘science in-and-of society’. However, today the discourse has reached a new dimension where the public trust deficit is already being questioned and challenged. As a response to such discourse, this case study analysed the current public interrogations and challenges using the ‘co-production of knowledge model’ with the lens of the public deficit theory to better prepare the public to face current and future challenges. Consequently, the PUSS has been identified as the new paradigm to address the current public deficits.
{"title":"A Shift in Discourse Towards ‘Public Understanding of Sustainability Science’ (PUSS)","authors":"S. Atchia","doi":"10.51474/jer.v12i1.594","DOIUrl":"https://doi.org/10.51474/jer.v12i1.594","url":null,"abstract":"Science represents the body of knowledge which has been shaping the world, and it forms the basis of every discipline ranging from the core science to philosophy. Fundamentally, the understanding of science is two-fold, where one is related to the science of the common people while the other is related to high-order scientific ideas, theories, and research. In this era of the fourth industrialisation, the challenge is not limited to the training of top scientists but to making science accessible to every one by bringing science to the lay public. This is where the ‘Public understanding of sustainability science (PUSS)’ represents a key concept as it aims at transforming the lay public into informed citizens with the appropriate knowledge, know-how, skills, attitudes, and values required to understand and face current and future challenges such as the energy crisis, climate change, emergence, and re-emergence of new epidemics, using an integrated approach. The ‘Public Understanding of Science (PUS)’, as a dimension, originated during the late 1980s from the concept of ‘science literacy’ as a response to the public deficit discourse at that time, where the focus of science was shifting from knowledge to attitudes. And during the last decade, the public deficit discourse on trust deficiency shifted the paradigm from PUS to ‘science in-and-of society’. However, today the discourse has reached a new dimension where the public trust deficit is already being questioned and challenged. As a response to such discourse, this case study analysed the current public interrogations and challenges using the ‘co-production of knowledge model’ with the lens of the public deficit theory to better prepare the public to face current and future challenges. Consequently, the PUSS has been identified as the new paradigm to address the current public deficits.","PeriodicalId":32077,"journal":{"name":"Journal of Education and Research","volume":"118 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79261889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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