Bøker utgitt av Information is power Elizabeth Paradiso Urassa

School inspection is a measure for monitoring and evaluating teaching and learning in pre-tertiary education in many countries. The inspectors visit the schools with specific appointments in some regions. In contrast, in others, inspectors are part of schools' leadership, examining different daily conduct and aspects influencing learning as agreed contextually. Usually, inspectors write a report which informs teachers' qualifications, learning and teaching resources availability and accessibility, and schools' general functionality, including the relationship between actors and leadership. In addition, the information supports policymakers and other school stakeholders in regulating practices and resources and formulating appropriate policies to facilitate students' learning. However, in postsecondary education, supervisors perform teaching tasks without external monitoring or evaluating their practices. Currently, most tertiary education institutions are multicultural learning centers with students and academics with different perceptions and experiences of the roles and responsibilities of teachers and students. Consequently, their understandings may greatly conflict and sometimes challenge their cooperation in supervision. Nevertheless, the notion that teachers are life-givers to their learners and more knowledgeable have sunk into the mind of people in many regions; hence tertiary teachers remain uninspected and untouchable. Indeed, this tendency has created inequality between students and their supervisors even though institutional leadership neglect students' expectations of their supervisors. Moreover, with the increasing number and diversity of students in most postsecondary institutions, some supervisors are incompetent with contextual teaching norms. However, when students complain about teachers' practices, they do not receive fair judgment from those currently dealing with supervision cases, hence dropping out or changing the supervisor. Indeed, univ

Student attrition is a persisting challenge that scholars have identified for years. The problem affects most higher education institutions worldwide regardless of structure (full-time, part-time), levels (doctoral, master, and bachelor degrees), and resources. Although many issues contribute to the problem, the student's social isolation is among the leading causes. Higher education is a multicultural learning environment with an increased student population with diverging relational and social needs and anticipations. In most cases, supervision of research students is individual teaching and guidance, allowing students and supervisors to decide the learning style to apply to fulfill the requirements. Therefore, students depend on supervisors in different areas of their learning, and their relationships catalyze successful cooperation. Even though some resourceful universities provide students with other learning agencies, the heavy load remains on the supervisors' shoulders. Unfortunately, many people join higher education without the knowledge and skills to work with their supervisors. Most do not know what information to share or the social-relational aspects required to obtain appropriate support. As a result, supervisors do not comprehend their expectations and do not support them in fulfilling what they do not know. Likewise, lacking conversation about expectations may result from the weak social relationship between supervision partners (students and supervisors). In most cases, students find more comfortable sharing their academic expectations with their supervisors over social relationships. Thus, the student's responses can benefit those with challenges communicating social relationships they expect from their supervisors. I believe the supervisors and students who review and grasp the message in this book and work toward communicating the expectations while strategizing to suit their context will fulfilling them. Nevertheless, they should create sh

Indeed, scholarly literature has communicated the challenges facing higher education students with isolation. Most have indicated that interaction with relevant people in the learning community, acceptance of students' culture, and students' willingness to learn new social-relational contextual culture can solve isolation problems. However, no literature exists guiding students on how to master the required social-relational contextual culture for their integration. As a result, almost fifty percent of students who join higher education drop out. Most fail to integrate due to failing to practice the contextual required social culture appropriately. Even though institutions have received information from stakeholders on how vital it is to support students in acquiring a sense of belonging through integration, little has been done practically on this topic. Indeed, some social-cultural aspects are hidden and unspoken, so understanding them can be challenging. Besides, universities have not seen the need to teach students silly social-cultural elements discussed in this book even when officials appreciate their importance. So, it is time to support students with silly, simple, and unspeakable social-relational information because such marginalized issues have become a primary cause of student attrition. It is not the hardship of solving algebra equations leading to student attrition, but mostly social-relational issues. Thus, students feel abandoned in many universities because they cannot integrate and remain in an isolated learning environment, especially doctoral students in humanity and art. These students normally deal with individual research projects that allow them to detach from each other and their learning agencies. Therefore, this book aims to support students with reliable and practical information to help them comprehend contextual social norms and practice them appropriately. Furthermore, it provides a step-by-step process to cope with social-cultura

It is hard to keep silent when most higher education students drop out of their studies every semester. Different scholarly literature has indicated that almost fifty percent of students who commence higher education withdraw. Indeed, higher education and research training pedagogy depend on success supervision. However, some supervisors do not comprehend students' needs and expectations, so they do not discuss them and strategize how to fulfill them. As a result, some students drop out because they do not experience fulfilling their expectations. Undoubtedly, higher education learning environments have become multicultural, with participants from diverse backgrounds, hence the various need and expectations. The author investigates research students' academic expectations of a competent supervisor and obtains responses discussed in this book. Therefore, the book is students' voice informing what they expect academically as a role and responsibilities of a competent supervisor. It shows that most students wish to obtain support to set learning goals, write research proposals, and provide timely constructive feedback. In addition, students appreciate guidance in writing their theses and preparing for the oral examination. The author provides information to guide postsecondary students in communicating their academic expectations with their learning agencies. The book is for all higher education stakeholders worldwide who desire to see students attain their degrees successfully. Supervisors who support students fulfill the expectations discussed in this book contribute to students' retention, graduation, and production of global skilled laborers. Likewise, the book is a resource for students to comprehend issues to discuss and ask for help in supervision. Often, supervisors have different roles and responsibilities, but the author emphasizes that recognizing, consulting, and fulfilling students' learning expectations should be the priority.

Increasingly, supervising research students in higher education has become a complex business. Cooperation with supervisors has been a stumbling block for many students hindering them from acquiring their learning goals. Scholarly literature has demonstrated that the success of higher education students depends on supervisors' competencies in the field and supervision. At the same time, the structure and practices in supervision pedagogy vary depending on the institution's resources. Usually, students in most universities obtain at least two supervisors to support them in their learning journey, mostly individually. The main tasks of supervisors are to inform the individual students of their project requirements and resources available and accessible for their learning. Often, it is assumed that students are competent in formulating strategies to attain their learning goals in collaboration with their supervisors. Thus, students receive no adequate guidance to understand how to collaborate with their supervisors and other learning agencies. The deficit of knowledge about supervision has been one of the causes of student attrition in higher education and is a significant problem facing universities worldwide. The challenge has no respect for university resources or the structure of a degree, but for all. Even though failure in supervision is the primary cause of the student attrition problem, little has been done to inform students and other stakeholders of the changes in higher education learning, and the strategies to facilitate supervision pedagogy and eliminate obstacles. Therefore, the book desires to fill the knowledge gap by discussing academic supervision challenges to help those unfamiliar gain knowledge that can help them comprehend the situation for better supervision. The author demonstrates the significance of acknowledging supervision pedagogy which focuses on each student's ability as a resource and utilizes it to enhance cooperation between studen