Reform of higher education and technical universities of Belarus in 1930–1936

Aiming at the problem of low confidence in the traditional model of higher education innovation and reform, this paper designs a model of higher education of innovation and Reform Based on hierarchical ordered probity in biotechnology. By mining the data of higher education innovation and reform, deleting the redundant features of higher education innovation and reform data, filling in the data null and noise points, the data preprocessing of higher education innovation and reform is completed. Based on the hierarchical probity, the model parameters are estimated by calculating the core indicators of the model, and the functional relationship between the independent variables and the dependent variables in the model parameters is determined. The experimental results show that the confidence of the model based on hierarchical ordered probity is significantly higher than that of the control group, which can solve the problem of low confidence of the traditional higher education innovation model. The rate of return on schooling is steadily falling as social competitiveness heats up. As a result, the positive impact of education on well-being is lessened. This study used a bivariate ordered Probity model under the educational field theory to examine the effect of higher education innovation on social class and residents' satisfaction. Higher education reform and innovation will have an influence on people' satisfaction, according to these findings. People's subjective well-being may be considerably improved by increasing their education level, and there are major disparities between urban and rural areas. This demonstrates the need of educational reform and innovation strategies with best practices.

The article analyzes such concepts as «digital literacy», «digital competency», «digital consumption», «digitalization of society». The end of the 20th – the beginning of the 21th century is called the era of post‐industrial society, in which theoretical knowledge is decisive, and the main structure is the university as a place of its production and accumulation. This new era in the development of mankind is sometimes referred to as the «information society», «society of knowledge» in view of the role played by knowledge and information. In order to determine the role and place of modern universities in the process of developing a new concept of higher education, the article analyzes the preconditions that have become decisive factors for the comprehensive introduction of digital literacy in the university's educational process, examines issues related to the digital competences of students and the organization of higher education in post‐industrial societies. The role of digital education in the processes of transformation of the country's economy and the formation of a single digital space is considered. The goals and objectives of universities in the reform of higher education are determined. The model of evaluation of students' digital competence is offered.The aim of the article is to analyze concepts such as digital literacy, digital competences, digital consumption, digitalization of society, which will determine the role and place of modern universities in the process of developing a new concept of higher education. In this paper, the preconditions that have become decisive are analyzed. Factors for the comprehensive introduction of digital literacy in the university study process, the issues related to digital competencies of students and the organization of higher education in the post are considered. The study of the digital education role in the processes of transforming the country's economy and the formation of a single digital space, the goals and objectives of universities in the reform of higher education are determined, a model for assessing the digital competence of students is proposed.Research methods: analysis (separation of the general concept of «digital competence» into constituent elements), synthesis (merging of divided and investigated parts), induction (general review of digital technologies and digital competences), deduction (transition from the general perception of digital technologies and digital competences to the definition properties and characteristics of individual competencies and skills), abstraction (definition of peculiarities inherent in digital competencies), concretization (study of the features of individual digital computing ten this).Scientific novelty of the article is a model of digital literacy of students, developed on the basis of a pyramidal model taking into account the concept of digital competence. This model is based on a high level of understanding and generalization of digital student skills. The purpose of using the proposed model is to identify all spheres of knowledge, skills and abilities that should be considered for the formation and evaluation of digital competence. The proposed model is quite flexible and can be adapted to different target groups of students and digital users.The object of the research is the level of students' digital literacy, models, methods and techniques for measuring it. From the point of view of authors, special attention deserves a model, developed on the basis of a pyramidal model, taking into account the concept of digital competence. This model is based on a high level of understanding and generalization of students' digital skills. The purpose of using the proposed model is to identify all spheres of knowledge, skills and abilities that should be considered for the formation and evaluation of digital competence. The proposed model is flexible enough and can be adapted to different target groups of students and digital users.The main conclusions of the study can be considered:1. Introduction of digital technologies in higher education to increase the level of digital literacy is an urgent requirement of time.2. The purpose of introducing digital technologies into higher education is the training of highly skilled professionals for work in a post‐industrial society.3. Modern life requires the introduction of digital technologies in absolutely all spheres of human activity.4. Modern education means will improve the conditions of profitability of study in all educational institutions.5. The speed of new knowledge requires from any person a continuous increase in the level of their own digital education.

One consequence of the hype around globalization and education and debates on global political actors such as the World Bank, IMF and WTO—is that there has not been sufficient attention paid by education theorists to the development of a rigorous set of analytic categories that might enable us to make sense of the profound changes which now characterize education in the new millennium. 1 This is not a problema confined to education. Writing in the New Left Review, Fredric Jameson observes that debates on globalization have tended to be shaped by “…ideological appropriations— discussions not of the process itself, but of its effects, good or bad: judgements, in other words, totalizing in nature; while functional descriptions tend to isolate particular elements without relating them to each other.” In this paper we start from the position that little or nothing can be explained in terms of the causal powers of globalization; rather we shall be suggesting that globalization is the outcome of processes that involve real actors—economic and political—with real interests. Following Martin Shaw, we also take the view that globalization does not undermine the state but includes the transformation of state forms; “…it is both predicated on and produces such transformations.”3 Examining how these processes of transformation work, however, requires systematic investigation into the organization and strategies of particular actors whose horizons or effects might be described as global.

The article presents the results of research on the discursive models of academic relationships that come to the fore in the academic discourse on the reform of higher education in Poland. The aim of the research was to capture the ways of formulating knowledge about the reform of science and higher education and its subjects (i.e., academic teachers and students). The research material comprised 17 Polish academic monographs published in the years 2011-2014 (immediately after the introduction of the higher education reform in Poland). The direction of the analyses was emergent and inductive and was in line with the assumptions of post-Foucauldian discourse analysis. The theoretical basis was determined by the set of categories that constitute the phenomenon of the “formation of knowledge.” The main research problem was expressed by the question about what "truths" about the reform of science and higher education, its main subjects (academic teachers and students), and the relationships between them emerge from the analysed discourse. The research has led to the reconstruction of discursive models of academic teachers (traditional professor, docile workhorse, and hopeless practitioner) and students (student sensu stricto, client, disobedient citizen).

In this paper, we explore the delegitimation of contemporary student protest against market-oriented reforms in higher education. Theoretically, we draw on an extended version of the Public Nuisance Paradigm, a theoretical paradigm that emphasizes the role of mass media discourse in the delegitimation of social protest. We illustrate our argument in a case study of the 2014 student protest against a market-oriented reform in Flemish higher education, that is, higher tuition fees. We identify four specific discursive strategies underlying the delegitimation of this student protest through mass media discourse: authorization, rationalization, moralization and predication. The major contribution of our study is that it extends the Public Nuisance Paradigm that has been introduced in the recent higher education literature focused on student movements, by zooming in on the micro level of analysis.

Dans les universites nord-americaines, europeennes et oceaniennes les gouvernements ont impose aux universites une gestion tres rigoureuse des fonds de provenance publique et une ouverture au financement prive, ainsi qu'une vision de l'universite pourvoyeuse de ressources humaines sur le marche du travail. Les organisations internationales comme l'OCDE ou la Banque mondiale ont vehicule ces modeles de la mondialisation. C'est Roland Robertson en 1985 qui donne la premiere definition du mot mondialisation : un concept qui fait reference a la reduction du monde et a la prise de conscience que le monde forme un tout, cette mondialisation ayant differentes dimensions internationales : economiques, politiques et culturelles. C'est la dimension economique de la mondialisation qui a le plus touche les universites avec ses contraintes de performance et de gestion. L'etude relatee ici sur ces questions des pratiques mondialistes : criteres de performance et gestion universitaires a ete menee de 1994 a 1997 aupres de plus de 250 universitaires en Austalie et aux USA et completee par des entretiens au Canada et en Nouvelle Zelande. Les conclusions plaident pour une forme de responsabilite universitaire qui ne repose pas seulement sur des criteres de performance, la responsabilite democratique ayant ete negligee au profit de la responsabilite financiere.

The purpose of this article is to describe, from an Islamic perspective, the urgency of bureaucratic reform in higher education. Important aspects of bureaucratic reform pertinent to Islamic higher education are highlighted in this article. The research methodology employs qualitative methods and a literature-based strategy. This article is based on a comprehensive analysis of the relevant literature, with references to primary sources such as the Qur'an and Hadith, as well as academic references on bureaucratic reform and higher education. This article's findings indicate that bureaucratic reform in higher education is crucial for enhancing the quality of education and services. The Islamic perspective emphasizes the importance of fairness, equity, transparency, accountability, professionalism, competence, participation, consultation, ethics, and integrity in the implementation of these reforms. Implementing Islamic values in bureaucratic reform can bolster the Islamic higher education system and provide greater benefits to society and Muslims in general. This article provides a better comprehension of the urgency of bureaucratic reform in higher education from an Islamic perspective, as well as a solid foundation for more effective and sustainable reform initiatives.

Reforms in Swedish higher education The Swedish educational system has undergone a continuing series of transformations since the 1950s. A nine-year comprehensive compulsory school and an upper secondary school which integrates theoretical and vocational study programs have gone into operation. Adult education has been expanded. Then in 1975, following extensive studies by government-appointed commissions, the Swedish cabinet presented a bill setting forth guidelines for reforms in higher education. Parliament approved this cabinet proposal and in 1977 passed the additional proposals needed to implement the reforms, including a Higher Education Act. The new higher education system went into effect the same year. In 1975 Sweden had a Social Democratic cabinet, in 1977 a non-socialist one.

The article studies the phenomenon of institutional traps resulting from modern reforms in public sector and higher education in Russia in the context of New Public Management. The research methodology embraces theoretical patterns and approaches of institutional economics. The research methods include interpretative, narrative and content analysis of opinions and expressions of actors retrieved from various mass media. The ideology of New Public Management is viewed as a result of neoliberal discourse which has become increasingly popular in the past few decades all over the world. Neoliberal reforms were first initiated in the United Kingdom and a number of other developed countries in the 1980s – 1990s in many sectors, including the public one. These institutional traps are sustainable forms of the lock-in effect in the context of path dependence theory. The authors focus on primarily two types of them – the metrics trap and the bureaucracy (administrative) trap – and analyse them theoretically and empirically. Within the framework of theoretical analysis, the traps’ relevance is due to social laws such as Campbell’s law and Graeber’s “iron law of liberalism”. These laws illustrate some negative fallout in social and economic activities focused on specific indicators in the public sector. Empirically, we explore these institutional traps using narrative analysis of mass-media reports, interviews and online discussions and citations. It characterizes the way in which the reforms implemented in higher education are perceived. The authors conclude that there is the interrelation between the problems in reforming higher education and the ideology of New Public Management, which causes the need for rethinking the strategy and ideology of modern reforms in higher education.

The Ministry of Education published a series of important documents to map out higher education reform. The document states that to carry through National Education Outline, national educational system pilot reforms should be developed in certain areas and schools. It announces instructional opinions on fully enhancing the quality of higher education. The document promotes to carry out Plan 2011 . The South University of Science and Technology of China is the landmark of China's higher education reform. Shenzhen University was established as the experimental college for institutions of corporate governance structure by Guangdong Provincial Department of Education. With 228 national higher education reform pilot projects and a series of continuing special reforms, higher education reform has made some progress. The pilot program of national education reform requires Exploration of New Liberal Education Model . The top-level design of higher education reform is still in need of more comprehensive and practical considerations. Keywords: Exploration of New Liberal Education Model ; higher education reform; Ministry of Education; National Education Outline ; Shenzhen University

This chapter starts with a reflection on what we know about structural reforms in higher education. Subsequently, the nature and types of the structural reforms analysed in this volume is explained. The cases are all European reforms in which governmental agencies played a leading role. The reforms aimed either at horizontal differentiation (e.g. introducing a new sector in higher education), vertical differentiation (e.g. developing initiatives for ‘world-class’ universities) or interrelationships (cooperation between different types of higher education institutions, including mergers). Short summaries of the case studies are presented, followed by an introduction of the conceptual framework, used to analyse the case studies.

What Does Globalization Mean for Educational Change? A Comparative Approach

The "Program For Educational Reform and Development in China" has proposed an entirely new way of thinking with regard to the reform and development of higher education in our country. There was a good trend and momentum in the reform of higher education in 1993. How can higher education reach an even greater plateau in 1994? A few days ago, this reporter asked Mr. Zhou Yuanqing, head of the Department of Higher Education in the State Education Commission, to provide a summary of the primary areas of work and accomplishments in the realm of higher education in 1993.

Abstract: The concept of higher education is the accumulation and philosophical implication of China’s excellent traditional culture, as well as the humanistic spirit and philosophical thought with Chinese characteristics. However, the current concept of higher education has problems, such as inaccurate target positioning, emphasizing theoretical teaching, neglecting practice and being difficult to adapt to market and social needs. How to solve these problems and promote the concept of higher education to glow with new vitality in the new era is currently an urgent issue to be solved. Therefore, this article focused on traditional Chinese philosophical culture and explored the interactive relationship between traditional Chinese philosophical culture and higher education concepts. This article attempted to analyze the relationship between traditional Chinese philosophical culture and higher education concepts from the perspective of their interaction, significance and ways to achieve interaction. The study found that the interaction between traditional Chinese philosophical culture and higher education concepts is of great significance, and it was an important starting point for educational reform to demonstrate new achievements in the new era. This article hoped that the study of the interactive relationship between the two can help people better understand the concept of higher education, better grasp the significance of higher education concepts in the new era from both knowledge and behavior, and provide more theoretical basis for higher education reform.

This chapter is the first study that carefully documents higher education (HE) reforms in Uzbekistan since the demise of the former Soviet Union. It analyses evolution of the sector with clear emphasis on government policy and its impact on changing the country’s higher education landscape since independence. The study highlights complex interactions between the distinct pre- and post-independence contexts, policy legislation and its implementation on the one hand, and the demands of the new market-based economic system and the requirements of building and strengthening state institutions to support the transition process on the other hand. The paper will show why the country’s peculiar ‘strictly top-down’ approach to reforms has not been successful in improving a number of key areas including access to higher education, and human as well as physical capacities of higher education institutions which ultimately determine the quality of higher education provisioning.