IMPACT OF ECONOMIC CONDITIONS ON EDUCATION IN AJMER-MERWARA: A HISTORICAL STUDY

Research of The Combination of Production and Education In Higher Vocational Education In The Period of Economic Transition

This study presents a comprehensive review of Pakistan’s educational policies and their evolution since the country’s establishment in 1947. It focuses on analyzing the major objectives, reforms, and strategic directions set by successive governments in shaping the country’s educational landscape. The review covers the three main sectors of education in Pakistan: Primary, Secondary, and Higher Education, emphasizing their respective goals and developmental . The study provides a historical overview of educational policy development, tracing how various governments introduced policy measures to improve access, quality, and equity in education. Each policy initiative, from early post-independence efforts to more recent reforms, is examined in terms of its intended objectives, implementation strategies, and outcomes. Special attention is given to how the priorities in education policy have shifted over time in response to social, political, and economic changes in the country. Additionally, the report highlights the persistent challenges in both policy formulation and execution. Despite numerous efforts to modernize and expand the education system, Pakistan continues to face issues such as resource constraints, lack of effective implementation mechanisms, regional disparities, and gaps in educational quality. These challenges have often hindered the full realization of policy goals. Overall, the study aims to provide an insightful analysis of Pakistan’s educational policy evolution, illustrating both the progress achieved and the critical gaps that remain. By reviewing past initiatives, the document also offers a foundation for understanding future directions for educational development in Pakistan.

Due to historical, cultural and geographical reasons, education in multi-ethnic region in western China has, aside from common characteristics in domestic education, unique characteristics of the region. Therefore, the problems of teacher education and professional development in this region can only be solved by specialized solutions based on its regional particularity, rather than universally applicable rules. The western ethnic regions in China are a unique and complex system that involves natural ecology, human communities, economic regions, science and technology, humanity history and other elements. With numerous nationalities and great disparity in the intra-regional development, the development of economy, society and education in western China lags far behind that in eastern China. And the imbalance of educational development between the western and eastern regions has posed different requirements and challenges for teacher education and teacher professional development in the two regions. The unbalanced regional education development which could be caused by many factors is an obstacle restricting the overall level of China’s education. And the unbalanced professional development of teachers in eastern and western regions has become an important aspect affecting the gap between eastern and western education levels. Normal colleges in the western region should not only cultivate talents needed in western cities, but also provide professionals in support of educational development in ethnic and rural areas in western China. Thus promoting the educational development in western China is an important step for the implementation of National Outline for Medium and Long-term Education Reform and Development (2010–2020), during which the professional development for teachers in western China is particularly crucial. However, there have been few specific studies targeted at teacher education and professional development in western China so far.

Aiming at the problem that the game model studies the relationship between regional education and economic development, it will lead to a certain contradiction, which will lead to a long time to obtain game analysis results. This paper proposes a regional education and economic development game based on association rule mining algorithm model. Collect and process data on regional education and economic development; define the subject of regional education and economic development; use Apriori algorithm to implement association rule mining on the relationship between the two, and realize the game of the relationship between regional education and economic development through the coupling degree function, and thus complete mining based on association rules Algorithmic regional education and economic development game model building. Through comparative experiments, it can be concluded that the proposed game model can more quickly obtain the results of game analysis, and through the analysis of coupled and coordinated development, we can come up with suggestions for coordinated development of higher education and regional economy.

Fordulóponton a magyar területfejlesztési politika, avagy szem elől veszítjük-e a francia mintát?

Transnational Advocacy, Global Civil Society? Emerging Evidence from the Field of Education

L'objectif des auteurs de cet article est double. Il s'agit d'une part de presenter une etude exploratoire sur les tendances actuelles temoignant de l'emergence d'un nouvel activisme non gouvernemental dans le champ de l'education et d'autre part de dresser un cadre analytique afin d'evaluer l'importance de cet activisme, en elaborant des concepts bases sur les recherches ayant porte sur les nouveaux mouvements sociaux et les debats theoriques actuels a propos de la societe civile mondiale.

THE ROLE OF CREATIVE INDUSTRIES IN THE CONTEXT OF INNOVATIVE DEVELOPMENT OF UKRAINE

The development level of higher education in a region is closely related to the economic development of the region. On the one hand, the development of higher education serves the economy. The setting of disciplines and majors in higher education determines the structure of talent training. Different majors cultivate talents in different aspects, affecting regional economic development's speed and quality. On the other hand, economy is the foundation of education development, and the level of economic development restricts the scale, speed, content and structure of higher education development. How to improve the level of higher education to serve the regional economy's development better has become a topic worth paying attention to. Based on the theoretical relationship between higher education and regional economic development, this paper studies higher education from the perspective of talent needs of regional economic development based on the relevant data of Tianjin from 2010 to 2019, draws relevant conclusions by comparing with the data of Beijing and Shanghai, and puts forward suggestions for the future development of higher education in Tianjin.

Introduction. Successful solution of the tasks of socio-economic development in the modern world is possible only in the case of effective functioning of the education system, which would provide training for a competitive personality, focused on continuous development and capable of “complying” with rapidly changing conditions of social reality. It is assumed that building an education development strategy, setting its goals and objectives should be based on the needs and problems of society, creating the basis for sustainable prosperity of the country and taking into account the needs of individual regions and territories. One of the most important mechanisms for the development of the regions of the Russian Federation remained the state educational order – officially developed task by the authorities for the creation of a specific educational product.The aims of the present article are the following: to determine the relationship between the educational state order, the volume of investments in the education system and the level of socio-economic condition of the regions; to identify the territories, which require support.Methodology and research methods. In the course of the study, the methods of comparative, statistical and system analysis, deduction and induction, generalisation and theoretical modelling were used. The object of the content analysis was the regional programmes for the development of education in 40 regions of the Russian Federation, covering the entire territory of Russia and reflecting the specific development of various regions depending on the remoteness of the capital, the status of the subject of the Russian Federation and the socio-economic development of the region.Results and scientific novelty. Russian regions were classified into four groups according to the results of the analysis of regional educational development – very high, high, moderate and low. A number of general and specific problems of education in the regions were identified: the lack of a single educational space and, as a result, the heterogeneity of educational programmes; regional leaders disregard for opportunities to expand socio-economic potential of the territories through the implementation of such programmes; the gap between the financing of education and its socio-economic importance, etc. The authors conclude that state educational order at the regional level is not considered as a vector of social and economic development of the territories, and its role is reduced to an educati onal level. It is established that the rate of development of education in the Russian regions does not always depend on their key socio-economic indicators. The greatest differentiation of the trend is recorded, when comparing the rate of development of the regional education systems and the gross regional product.Practical significance. The authors give recommendations to resolve disagreements over the formation of state education orders in the context of the socioeconomic development of regions. The need to develop regional economic development programmes, taking into account the specific social structure of the region, is emphasised. It is proposed to organise permanent social monitoring, which measures the quality of implementation of educational state order and strengthen the role of public participation when determining its content. The research materials and findings might be used by the executive authorities of the constituent entities of the Russian Federation, whose competence includes educational development issues.

We were fortunate in having access to a survey of 800 adults in Nanjing that was conducted by the International Wool Secretariate in 1986. The survey was intended for market research (e.g., brand recognition), but questions were asked about the respondent's age, occupation, income, and education level. These questions, though not ideally worded, were sufficient for the undertaking of a returns-to-education study. We believe the data to be unique and, of course, the issue of interest is whether a member of the workforce in China faces investment decisions on education similar to those faced elsewhere. The influence of sex and marital status on the level of income achieved by an individual was also examined. The basic equation modeled personal income as a nonlinear function of schooling and experience, but multicollinearity problems were encountered. As a result, a production function approach was successfully adapted to the returns-toeducation model. The collinearity problem was overcome, and this approach allowed the ease of substitution of education for experience in income generation to be examined more formally. An additional problem of errors in variables arose from a failing in questionnaire design and was handled statistically.

This chapter concentrates on exploring how to improve the education quality in minority areas since reform and opening up in China. Since the reform and opening up, the education policy in ethnic areas, as a part of China’s education policy system, plays a guiding and directional role in the development of education in ethnic areas. It not only reflects the level of education quality in ethnic areas, but also highlights the fairness of national education development. The development of education in ethnic minority areas has always been a part of the country’s overall education development that needs attention and special treatment. The formulation of policies related to the development of ethnic education not only contains the state’s attention to the development of education, but also contains the state’s special consideration for the development of education in ethnic minority areas. Under the background of paying attention to the quality of education, it is an important measure to better implement ethnic education policies and improve the quality of education in ethnic areas to find out the problems faced by the development of ethnic education through the changes of educational policies.

There is a close relationship between higher education and regional economic development. The development of higher education is limited by economic conditions and determines the speed of economic development. In the process of continuous reform of higher education, it has attracted a large number of professional talents to enterprises and society in our country and contributed to the growth of the regional economy. Within the framework of harmonious and unified development, local higher education should focus on providing services and supporting economic development, while the development of the regional economy should focus on improving the higher education environment. This article analyzes the interaction between higher education and regional economic development and suggests measures that contribute to the overall development of these two factors.

In the west of China, development of economy and education is relatively backward; social and economic development plays an important role in its education reform and development. In this paper, we analyze the existing problems of adult education in the west of China, study the routing selections of promoting the development, and ensure the adult higher education continue stable and healthy in the west of China. Keywords-the west of China; adult education; problems; routing selections I. INTRODUCTION With the development economy and progress of education career in China, the level of education has greatly improved. However, because of the economic conditions and lives in the western region is generally low. And now there still exist significant differences between eastern and western regions on economic and education development. While the eastern region has been developing rapidly, the western region development is slow. Adult education is an important factor to affect their comprehensive development. There are lots of factors hinder the development such as economically developed eastern region, the adult education investment, lack of talent in western regions, the lagging of economic development, bad geographical conditions and managerial condition. These factors have restricted the development of adult education. Based on it, the government and the social units from all of the lives should actively support the construction of the western region, to create conditions for the development of adult education. The adults of the western regions also should actively participate in learning at the same time, to promote the smooth development of adult education in the west of China.

Purpose: Partnerships among educational development stakeholders have yielded long-term and mutual benefits for all participants involved, depending on the nature of their participation and contribution. Through the Foundation for learning project, the Aga Khan University's Institute for Educational Development, East Africa aims to improve learning outcomes in specific regions of Kenya, Uganda, and Tanzania. By focusing on four teacher colleges in the three countries, the Institute aimed to investigate the collaboration and role of educational and development partners, including Ministries of Education and Aga Khan Development Network (AKDN) agencies, in implementing the F4L Project. It explores how collaboration within this partnership informs educational practice and theory. Methodology: A qualitative study involving continuous observations on the outcomes of participation and contributions of the various partners was made. Findings: Findings from various stakeholders highlight the benefits of the multi partnerships, including capacity building, resource, and expertise sharing, in ultimately enhancing sustainability and the quality of education for all children. Unique contribution to theory, practice and policy (recommendations): The study shows the value add of engaging in lobbying and advocacy efforts, as well as of shared knowledge which strengthens project planning and minimizes implementation risks. The paper discusses the potential of multi-stakeholder partnerships in improving teacher education and educational outcomes in East Africa through collaboration.