Comparative Education Studies Research Articles

Comparative Study of Academic and Free Education and Their Impact on Entrepreneurial Skills and its Improvement Strategies (Case Study: Entrepreneurs in Hormozgan Province)

Comparative Study of Academic and Free Education and Their Impact on Entrepreneurial Skills and its Improvement Strategies (Case Study: Entrepreneurs in Hormozgan Province)

Engineering a Better IT Program Manager: A Comparative Study of IT PM Education and Training

This article examines the relationship between Department of Defense information technology (IT) program managers (PMs), their technical education, commercial project management certification, and project management success—also known as project efficiency—for IT PMs. The researcher asked, “To what extent does project management success in scope, schedule, and cost compare among PMs, specifically their technical education, commercial project management certification, and interaction effects between education type and commercial PM certification?” A gap in research exists on whether IT PMs with a technical education positively or negatively impact project outcomes. The IT PM community needs more studies on the extent to which commercial PM certifications affect project efficiency. The researcher used factorial multivariate analysis of variance (MANOVA) to compare education and PM certification to project efficiency. MANOVA provided for the examination of the interactive effects. A Mann-Whitney post hoc test confirmed the MANOVA results. Both tests concluded that no relationship exists between undergraduate technical degree, commercial PM certification, and project management success.

Engineering a Better IT Program Manager: A Comparative Study of IT PM Education and Training

This article examines the relationship between Department of Defense information technology (IT) program managers (PMs), their technical education, commercial project management certification, and project management success—also known as project efficiency—for IT PMs. The researcher asked, “To what extent does project management success in scope, schedule, and cost compare among PMs, specifically their technical education, commercial project management certification, and interaction effects between education type and commercial PM certification?” A gap in research exists on whether IT PMs with a technical education positively or negatively impact project outcomes. The IT PM community needs more studies on the extent to which commercial PM certifications affect project efficiency. The researcher used factorial multivariate analysis of variance (MANOVA) to compare education and PM certification to project efficiency. MANOVA provided for the examination of the interactive effects. A Mann-Whitney post hoc test confirmed the MANOVA results. Both tests concluded that no relationship exists between undergraduate technical degree, commercial PM certification, and project management success.

Externalisation and structural coupling: Applications in comparative policy studies in education

The article presents two key concepts of sociological systems theory – externalisation and structural coupling – and applies them to explain (a) the exponential growth of international large-scale student assessments and (b) the rise of ‘policy-relevant’ educational research. The author concludes with a comparison between key concepts used in systems theory and those used in comparative policy studies. She identifies resemblances with concepts of pathways in historical institutionalism, the multiple-streams approach and the notion of punctuated equilibrium advanced in the advocacy coalition framework.

Utilizing Comparative Education as a Platform for Deepening Student Engagement with Catholic Social Teaching: An Exploratory Case Study in Study-Abroad

Central to the mission of Catholic higher education are the themes of Catholic social teaching. This contribution to the Education in Practice section recounts a 15-week undergraduate course that deepened student engagement in Catholic social teaching themes through comparative education studies and a study abroad experience to Japan. A detailed description of the course’s main segments draws on artifacts of student coursework and post-interviews. The contribution of comparative education is that students are provided a platform upon which they can explore deeper, underlying principles to individual Catholic social teaching themes. This contribution further provides practitioners step-by-step guidance in how to develop similar learning experiences for students in their university context. This report of Catholic Education at the classroom-level fits into the existing knowledge of how universities in the United States are engaging undergraduates in Catholic social teaching themes, as an expression of Catholic mission.

Komparativna studija obrazovanja omladine i odraslih u kontekstu tri društvena pokreta

This article presents the results of a comparative study of learning and education in contemporary student movements in Chile, Egypt, and Puerto Rico, which arose as responses to neoliberal economic grievances. The study uses an andragogical lens to analyse these movements as examples of collective self-directed pedagogical practice by and within social movements. Drawing on Santos' (2006) sociologies of absence and "emergence", the study utilizes autoethnographic and secondary data analysis to voice social movement-based learning alternatives. We argue that, despite the different contexts of each movement, they still share many commonalities in organizing and educating in response to global neoliberalism.

Comparative Study of Oral Health Education Given by a Dentist and Schoolteachers in Thai Grade 3 Students.

ABSTRACTObjectives:To compare children’s knowledge and attitudes toward oral health (OH) and plaque score after receiving OH education (OHE) from a dentist or trained schoolteachers.Materials and Methods:Third-grade students in Amphoe Meuang, Nakhon Phanom, Thailand (n = 652), were randomly divided into a dentist group (n = 217), a teacher group (n = 216), and a control group (n = 219). The students’ OH knowledge, attitudes, and plaque scores before the intervention were collected as baseline data. The dentist and the teacher groups received additional OH education sessions by a dentist and trained schoolteachers, respectively. Their immediate post-test knowledge was evaluated after each session, and plaque scores were determined after the brushing session. All groups continued a monthly tooth brushing activity for two months. The final assessment was done at the three-month follow-up.Results:The students who received additional OHE by either a dentist or teacher demonstrated improved knowledge and attitudes towards OH, including plaque score. Interestingly, at the three-month follow-up, the knowledge score in the teacher group was significantly higher than in the dentist group. However, the dentist group had a significantly lower plaque score compared with the teacher group.Conclusions:Additional OHE in school significantly improved students’ OH knowledge and positive attitudes regardless of the provider. However, the teacher tends to have a greater impact on their students; thus after appropriate training, schoolteachers can be efficient OH educators, especially in the long term.

Концептуализация современной теории педагогической компаративистики профессионального образования

Authors structure the theory of comparative vocational education study; determine the theory’s prerequisites, core and consequences. The theory prerequisites are presented in terms of VUCA-world, globalization and deglobalization, due to the variety of developed comparative studies approaches. The core of the theory is an ontological model based on the principle of transdisciplinarity, contextual and communicative approaches, method of the "network" and fractal matrix tables method. They as well have their qualitative, quantitative and interpretative methods and includ educational transfer as the main mechanism and term for the best educational practices export. The consequences of the theory are originated from the ontological model that actualizes the predictive function of comparative studies, and consist in the possibility of generating derived ontologies based on the forecast graph, their new levels, sublevels and connections between them, modeling transfer practices and changes in the system that accepts transfer, foreseeing and the emergence of new phenomena of education.

Preliminary Education，Vocational Training and Migrant Workers’ Income：Based on the Perspective of Life Cycle

Since the reform and opening up, migrant workers have made significant contributions to China’s economic growth, not only promoting the process of industrialization and urbanization, but also broadening the source of rural household income, which has become an important way to alleviate poverty. However, due to limited human capital and household registration discrimination, migrant workers are in a long-term disadvantaged position in the urban labor market, resulting in low income level. Therefore, it has theoretical significance and policy value to study how preliminary education and vocational training affect migrant workers’ income and income inequality.The existing literature on the comparative study of preliminary education and vocational training is insufficient, and only focuses on one aspect of short-term or long-term, which cannot reveal their heterogeneous effects in different periods. In addition, the research on the impact of preliminary education and vocational training on income inequality is also insufficient. With the transformation of China’s main contradictions, income inequality is often more worthy of study than income itself. Based on the data of Rural Fixed Observation Points from 2011 to 2014, this paper studies the heterogeneous effects of basic education and vocational training on migrant workers’ income from the perspective of life cycle. Then, this paper analyzes the heterogeneity effects from the dimensions of employment mode, industry and location, and discusses how they affect the income inequality. The conclusions are that: （1）Compared with preliminary education, vocational training has a greater positive impact on the income of migrant workers, which is not only reflected in the short-term “immediate effect”, but also in the “long-term effect” based on the life cycle. Specifically speaking, migrant workers who have participated in vocational training can not only obtain 18.3% income increase in the early stage of entering the labor market, but also obtain 0.3% annual relative income increase compared with those without vocational training, while the corresponding values of basic education are 13.1% and 0.1%.（2）These effects are heterogeneous in different types of employment, industries and places of employment.（3）Basic education and vocational training can not only improve the income of migrant workers, but also reduce the income inequality in rural areas, and the effectiveness of vocational training is greater.Based on the conclusion, this paper holds the points that we should take the issue of migrant workers’ income as a starting point to deepen economic reform, regard basic education and vocational training as two complementary methods, and take the types of employment, industry and place of employment as the three directions of policy refinement, so as to improve the level of migrant workers’ human capital and income, and promote high-quality economic and social development.

ARTISTIC POLYLOGUE IN PROFESSIONAL TRAINING OF FUTURE TEACHERS OF UKRAINIAN LANGUAGE AND LITERATURE

The author explores the peculiarities of the use of works of related arts in the training of future teachers of Ukrainian language and literature. She proves the relevance of her research by the requirements of state documents that determine the trends of reforming the education sector, and insufficient research of this problem in pedagogical science.Lilik O.O. offers a model of using works of related arts in the professional training of future teachers of Ukrainian language and literature; substantiates its components; identifies practical ways to use works of related arts in the training of future teachers of Ukrainian language and literature, in particular in the context of literary studies (on the example of comparing a literary work and its film adaptation) and methodical (on the example of preparing and modeling a fragment of a lesson using works of related arts) disciplines. She argues that the model of using works of related arts in the training of future teachers of Ukrainian language and literature should contain a number of components (theoretical and conceptual, structural and semantic, organizational and didactic and technological and methodological.The author concludes that the implementation of artistic polylogue (literature, music, cinema, theater, painting, graphics, sculpture) in the lessons of Ukrainian literature will lead to high results, provided that the teacher-vocabulary has the appropriate level of theoretical and practical literary, art and pedagogical training, will be able to effectively combine different arts. Lilik O.O. proves that the peculiarities of the use of methods, tools and techniques of artistic comparative studies in the professional education of future teachers of Ukrainian language and literature are the systematic mastery of a set of literary, art and pedagogical knowledge, between which it is necessary to establish relationships; formation of the desire of students of philology for professional growth, independent acquaintance with the Ukrainian and foreign artistic heritage, the desire to use it in the process of analysis of works of art in literature lessons.

Comparative Study of Islamic Religious Education (PAI) Leraning Management at Elementary School

Islamic religious education learning at each educational institution has a different management pattern even though at one level within the education unit level, differences in management need to be disclosed as an effort to obtain information related to the strengths and weaknesses of each institution, related to this, this study aimed to find out the management of Islamic religious education carried out by teachers at two public elementary schools. From the data analysis conducted, Islamic religious education management at SD Negeri 02 and 13 Petok Pasaman are: 1) Islamic teachers carry out various preparations and designs before implementing learning, the preparation of learning plans was carried out through studies of various aspects related to learning. 2) the learning implementation by the teachers of SDN 02 was quite creative and innovative, in contrast to the Islamic religious education at SD Negeri 13 which still relies on conventional aspects of learning methods and media. 3)Islamic teacher of SD Negeri 02 Petok conducted a conceptual, structured, and systematic learning evaluation.

A Comparative Study of Vocational Education in China and Germany

Vocational education is the main way to improve the quality of national skills. In developed countries in the world economy, all are placed in an important position, but specific methods have their own characteristics. The dual system of vocational education in Germany is quite distinctive, and it is also extremely advanced. Today, it is particularly important to learn from the advanced experience of foreign countries when carrying forward the spirit of craftsmen in a great country. Vocational education between China and Germany differs greatly from eight aspects of culture, vocational education concepts and values, legal systems, vocational education models, as well as the construction of the teaching staff and the implementation process of education and teaching. Therefore, Chinese vocational education cannot replicate the German model. It must be based on China’s national conditions and learn from German vocational education experience, from improving laws and regulations, strengthening the construction of “dual-teacher” faculty, standardizing the construction of curriculum systems and curriculum standards, and forming an industry-enterprise participation mechanisms and other aspects, carry out practical reforms and innovations to promote the healthy and orderly development of China’s vocational education and serve the sound development of the social economy.

A Comparative Study of Confucian Junzi Education and John Locke’s Gentleman Education

A Comparative Study of Confucian Junzi Education and John Locke’s Gentleman Education

Políticas educacionais inclusivas e a intersetorialidade com as políticas sociais: interfaces Brasil/Canadá

A globalização, as transformações nos processos de produção e de conhecimento causaram grandes impactos nas sociedades contemporâneas. As desigualdades estruturais dispararam na educação a discussão sobre a inclusão de grupos minoritários. Acreditando na educação como um direito público, esse estudo objetivou analisar as políticas educacionais inclusivas e a intersetorialidade com as políticas sociais em uma perspectiva comparada, nos dois países: Brasil e Canadá. Metodologicamente situa-se na área da Educação Comparada. Foram estudadas as políticas voltadas para pessoa com deficiência, no caso os documentos normativos da Educação Especial e de um conjunto de políticas sociais. Constata-se que o Brasil passou por um momento de crescente apoio das políticas sociais e da inclusão escolar, e que o atual momento político aponta para um retorno da exclusão escolar e de redução da garantia de políticas sociais. Enquanto que o Canadá, mesmo enfrentando desafios de ordem política e econômica, tem garantido políticas sociais e educacionais inclusivas.

COMPARISON OF PRESCHOOL EDUCATION SYSTEMS IN SOUTH KOREA AND TURKISH REPUBLIC OF NORTHERN CYPRUS

In this study; It is aimed to compare the pre-school education systems in South Korea and Turkish Republic of Northern Cyprus comparatively. The horizontal and descriptive approach used in comparative education studies for this purpose were used together. Using document analysis in the research; Pre-school education objectives, similarities in education system and similarities in the education system, from the Ministry of Education of South Korea and Turkish Republic of Northern Cyprus from the Ministry of Education, the laws of countries, official pre-school education reports, education systems, articles and online databases, data on differences, skills desired to be acquired in the curriculum and educational status of teachers working in preschool institutions were obtained.

Comparative study of tourism Education on vocational level in Hungary and Finland

The rapid growth of tourism in Hungary and the labour migration to abroad resulted in a serious labour shortage in the industry. One of the sources of skilled and motivated workforce is the system of tourism vocational education and training, which can just slowly react to market changes due to its inertness. In addition, the highly centralized system provides low-level of freedom to respond to regional differences, as the National Core Curriculum and its related regulatory documents are compulsory for the institutions and maintainers implementing them.
 This paper seeks for possible solutions to the prevailing challenges by a comparative examination of the tourism VET system in Finland and Hungary. As a result the author propounds possible alternatives to develop secondary tourism education.

What is the motivation of Norwegian and New Zealand teacher educators for using digital technology when teaching?

There is a gap between policies regarding the use of digital technology in higher education in Norway and what is practiced. Therefore, we have conducted a comparative study of teacher education in Norway and New Zealand. Using Herzberg’s two-factor theory, this study investigates what motivates teacher educators to use digital technology when teaching. Although the professional application of digital tools is more frequent in New Zealand than in Norway, the ability to use digital technology seems to be greater in Norway than in New Zealand. Based on Meier’s formula (performance = abilities × motivation), teacher educators’ performance is considered a result of their abilities and motivation. This indicates that motivation is a key element in understanding why the use of digital tools is more frequent amongst New Zealand teacher educators. When explaining their motivation for using digital technology, Norwegian teacher educators mentioned nine motivation factors and nine hygiene factors. The hygiene factors relate to the mandatory policy and the work conditions when teaching online. New Zealand teacher educators explained their motivation with 14 motivational factors and only four hygiene factors. New Zealand teacher educators seemed to be more motivated to work with digital technology than their Norwegian counterparts. This lack of motivation is one reason that could explain why the application of digital tools seemed lower in Norway than in New Zealand. Norwegian teacher educators explained that the main reason they use digital tools is the top-down implementation of government policy. Therefore, a fundamental challenge in the use of digital technology in Norway is the policy related to its implementation; as a part of the job environment, policy creates job dissatisfaction. Teacher educators from both countries highlighted achievement and policy as their main reasons for using digital technology, but Norwegian teacher educators were especially critical of their own country’s policy.

Comparative study of entrepreneurship education in elementary school in selected countries and presenting a model for Iran

Entrepreneurship education in childhood encourage kids choosing entrepreneurship as job career, it will develop entrepreneurial culture and will have next generation of entrepreneurs. While, inappropriate education in entrepreneurship can fade entrepreneurship characteristics in this age. So, benchmarking of the leading countries in the field of entrepreneurship education of children in this matter is very helpful. This article aims to examine the goals, content and teaching methods of entrepreneurship education in elementary schools in some selected countries and presents a model for Iran by using comparative analysis. The statistical sample is leading countries in entrepreneurship education of children. The sample of study is based on GEM reports (2014) with high rate of entrepreneurship education include United State, Norway and Portugal. With study of leading countries, we present a pattern of entrepreneurship education program in elementary school in Iran. Findings help policy makers to deduct entrepreneurship education program and planners of text books to implemented in text books of students in elementary school.

The Organisation for Economic Co-operation and Development’s International Early Learning and Child Well-being Study: The scores are in!

This is the fourth colloquium for Contemporary Issues in Early Childhood on the Organisation for Economic Co-operation and Development’s International Early Learning and Child Well-being Study, and marks the recent publication by the Organisation for Economic Co-operation and Development of reports on the first round of this study. In it, the authors discuss what the results tell us, what they do not and what might come next. They conclude by supporting the need for comparative studies of early childhood education, but argue that the International Early Learning and Child Well-being Study is not the way to go.

COMPARATIVE STUDY OF LIBRARY AND INFORMATION SCIENCE EDUCATION BETWEEN MAINLAND CHINA AND INDIA: A CASE STUDY

Purpose of the study: This study will present an overview of the history of Library and Information Science (LIS) education and the general situation of its Master level education in Mainland China and India. Further, a comparison of Master of LIS (MLIS) education between Heilongjiang University and North-Eastern Hill University will be analyzed mainly through six aspects along with coming up with several suggestions to improve the future education quality of MLIS program in Mainland China.
 Methodology: The case study method, literature research method, field investigation method, in-depth interview method, and comparative research method will be adopted to conduct this study.
 Main Findings: Through the comparative analysis of two universities’ MLIS education in six aspects, it can be found that there are some problems existing in four aspects of MLIS education in Heilongjiang University.
 Applications of this study: This study can be helpful in the field of LIS education and also can be a reference for concerned academic institutions to refine their LIS education system.
 Novelty/Originality of this study: Currently there is no literature about comparative studies of LIS education between Mainland China and India. Therefore, to bridge the missing gap, a necessity is felt to take up research on such kind of topics.