Education Systems In Countries Research Articles

Identifying the Dimensions and Components of the Entrepreneurship Development Model in the Country's Higher Education System

Identifying the Dimensions and Components of the Entrepreneurship Development Model in the Country's Higher Education System

EDUCATION FOR SUSTAINABLE DEVELOPMENT: IMPLEMENTING EXPERIENCE AND PRACTICE OF EUROPEAN COUNTRIES

The article analyzes the experience of the leading European countries in implementing the concept of Education for Sustainable development (ESD). Official documents, which are the foundation of ESD policy, are studied and the works of leading scientists and pedagogues related to the issue are characterized. ESD provides learners with appropriate and up to date information on how to organize their life in a way that is friendly to environment and other people. It requires universities to shift education and professional training of students from a knowledge- to a more competence-based approach in their national curricula. This approach encourages the development of students’ sustainability competences. It also enables them to implement sustainability values, and embrace complex skills necessary to take or request action that restores and maintains eco-system health, enhances justice and generates visions for sustainable future. The core document used in higher education system of European countries to develop students’ ESD competences is “GreenComp – The European sustainability competence framework” which includes 4 competence areas and 12 competences that together make up a pillar for sustainability practice. ESD requires universities to promote transformative changes in learning in 4 different ways: 1) pluralizing limited agendas; 2) empowering collective influence; 3) politicizing power relations; 4) embedding learning systems. It is stressed that universities must implement ESD based on connectivism principle. Specific examples of this principle in action are described in the article. They include Urban Living Labs, which are a kind of collaboration aimed at implementing joint projects in the field of urban development and infrastructure improvement, and Academic Consultancy Training for master degree students in which they cooperate with students of other educational programs (specialties) and stakeholders to conduct interdisciplinary research and learning. To outline the ways European experience can be used in developing countries, namely Ukraine, legislative documents of the country related to ESD were characterized and the corresponding activities of Ukrainian universities (on the example of Khmelnytskyi National University) were described. In the result, a set of recommendations was prepared on how to improve the policy of ESD in developing countries using European experience.

TEACHING AND LEARNING QUALITY IN A HIGHER EDUCATION CONTEXT IN CHINA

Higher education institutions around the world have seen a surge in quality evaluations as a result of an increase in public sector accountability. Student learning is facilitated by high-quality teaching. The quality of teaching and learning at higher education institutions is being closely monitored. Academic quality in higher education has been the subject of new policy instruments introduced in many nations during the last decade. These include the UK, the US, and Australia. There was increasing pressure on UK's higher education system, for example, due to the growth of tertiary institutions and increased consumer expectations. The Quality Assurance Agency for Higher Education (QAAHE) was established in 1997 to implement a dual system of quality assurance that included quality audits and quality assessments. As a result of the establishment of the Australian University Quality Agency in 2001 to monitor the quality of the country's higher education system, a quality assurance program was implemented, requiring universities to incorporate quality assurance and improvement planning into their annual published educational plans. And this is a review paper. For Chinese universities, quality assurance is a novel notion. The fast growth of Chinese tertiary institutions in the last 15 years has resulted in an increased focus on teaching quality. The number of students enrolled in China's higher education institutions has increased dramatically since 1999 as a result of increased enrolment.

Understanding school enrollment in the free education era: Roadblocks to meeting the sustainability development goal

AbstractFor decades, Pakistan's government has continuously provided its citizens with accessible, universal, basic education; however, these efforts have not yielded any gains for the citizens. Consequently, Pakistan has a lower literacy rate, one of the lowest in South Asia and the rest of the world. Although such a substantial issue is daunting and weakens the country's educational system, there needs to be more evidence that proposes potential implications or interventions in identifying the most important in‐school factors of primary school enrollment in Pakistan. Therefore, the present study derived a literature review‐driven hypothesis and administered a rigour analysis using the 2018 school census from the Punjab government education commission, showing detailed information on 24,305 public primary schools. The finding of this study asserts that the medium of instruction has shown a considerable impact on primary school enrollment and the availability of qualified teachers. Single‐sex schools, WASH facilities, and the security of schools have significant and diverse effects in determining student enrollment, which leads to forwarding possible implications to scholars, educators, and policymakers.

Impact of school lockdown on access to online instruction during the war in Ukraine

AbstractQuarantine measures in connection to the COVID‐19 pandemic challenged the education system in Ukraine, like the education systems of other countries. This manifested over the course of three years in an increased need to develop distance learning online. Also, teacher ability to use digital tools, such as information communication technology (ICT), for instruction online is crucial in wartime circumstances in Ukraine. We describe the effects of school lockdown on teachers in Ukraine and how this affected teacher abilities to use distance instruction online in wartime circumstances. Drawing on a large‐scale survey of 54,254 educators conducted in January–February 2022, we report on challenges and needs identified by teachers in Ukraine. The survey collected responses from teachers and other categories of educators. Our analysis of survey findings focus on key challenges and needs of teachers and schools during the COVID‐19 quarantine. Respondents identified the following challenges: (1) lacking access to ICT equipment; (2) lacking access to stable high‐speed internet; (3) an insufficient level of knowledge and skills in using ICTs (digital competence). The study on which this article reports outlined possibilities for the professional development of teachers in Ukraine, complemented with a teacher self‐assessment of digital competence. The findings demonstrate that methods for organising online education in wartime circumstances in Ukraine benefit from the active interaction of all participants in the education process, their adaptability to changing learning conditions, continued communication about needs, notably teacher abilities to use ICT, and the ICT capacity of institutions.

Історико-ретроспективний аналіз музично-естетичного виховання дітей у школах Люксембургу

The article presents the organization of general music education in Luxem­bourg. The content of general music education in kindergar­tens and general secondary education institutions is characterized. The conduct of music les­sons and extracurricular activities with sec­ondary school students is studied, attention is focused on the main activities and the development of children's musical and creative abil­ities. Emphasis is placed on the multinationality of Luxembourg, which is why the country's national education system is multilingual. The country has three official languages – Luxembourgish, French and German. It is important that the regulation of educational policy is within the competence of several ministries: Conseil supérieur de l'Education nationale, Commission scolaire nationale, Commissions nationales des programmes; Service de Coordination de la Recherche et de l’Innova­tion pédagogiques et technologiques; Services d’inspection, Collège des Directeurs. It was noted that general musical education in Luxembourg is considered a cultural heritage of society, the main direction of child development based on the values of national and world musical art. The article provides examples of musical works that are offered in the school curriculum for learning and performing during vocal and cho­ral work and in the process of listening to music. Attention is focused on the activities of in­ternational schools, where music is given a prom­inent place and the teacher's work is focused on the development of individual creative abilities of each child. A special place in the educa­tion system of Luxembourg is occupied by music schools, where chil­dren master playing a particular musical instru­ment and study the­ory, solfeggio and history of music.

Gender inequality facing women in leadership as the hindrance to achieving sustainable development in Africa

The study examined the impact of the gender inequality gap in administration which serves as a interference to achieving sustainable social and economic development in Africa. The existence of gender differences has been overlooked in management and leadership research; hence it remains a reality that women are underrepresented in leading management positions in general on the ground, and particularly in leadership roles. The main question is if women’s call to occupy leadership positions is a complete reality or if it is purely a pursuit for political acceptability. Gender gaps in the workforce over the last two decades remained largely unaffected, notwithstanding the increased number of women who have acquired education. Qualitatively, data was primarily collected through secondary content. The need to improve the education systems in low and middle-income countries is recommended, as all countries can reap the benefit of optimizing their deployment of female-skilled professionals and leverage their talent.

HIGHER EDUCATION SYSTEM OF MEKONG-GANGA COOPERATION COUNTRIES: A COMPARISON

This paper compares the higher education systems of Mekong-Ganga Cooperation countries based on global competitiveness indicators. It highlights Indias current status and suggests suggestions to make its higher education system more competitive. The study uses a qualitative approach and comparative research method to analyze data and make recommendations for improving Indias higher education system. All six nations have begun reforming their higher education systems in the 21st century, but lack quality assurance bodies. India and Thailand have experienced faster quality change, while Myanmar ranks lower. To improve, India should adopt Cambodian PAIs, Thailands apex body, and Vietnams removing of line ministry system. KEYWORDS: Higher Education, Mekong-Ganga Cooperation, Comparative analysis.

ENSURING TEACHING AND LEARNING AMIDST THE ECONOMIC CRISIS: STRATEGIES EMPLOYED BY SCHOOL PRINCIPALS IN SRI LANKA

The economic crisis in Sri Lanka has significantly impacted the country's education system, with schools facing challenges in maintaining regular operations and providing quality education to students. This study examined the strategies employed by school principals to ensure teaching and learning amid the crisis. Twelve school principals were interviewed, representing 7 Sinhala medium and 5 Tamil medium schools. The findings highlighted the following challenges schools face: low attendance of students and teachers, learning loss, disruption of remote learning activities, malnutrition among students and psychological issues among students, teachers, and parents. Despite these challenges, the study found that school principals worked hard to ensure that teaching and learning continued during the economic crisis. They had implemented several strategies to address their challenges, including flexible attendance policies, temporary accommodation for teachers who travel far from school, and sharing meals with poor students. The study concludes that school principals have played a critical role in ensuring that teaching and learning continued during the economic crisis in Sri Lanka. Their strategies have helped mitigate the crisis's impact on students and teachers, but more support is needed from the government. The study recommends that the government should consider to provide the following support to schools: increasing public transport at low cost for the students and teachers for regular attendance; resuming Nutrition support for students; increasing salaries for teachers; Strengthening remote learning initiatives by reducing the price of digital devices and expanding internet access; providing psychological support for students and teachers; and prioritization of timely; and Long-term planning to build resilience in the education system. By implementing these recommendations, the government can help ensure that the education system in Sri Lanka can withstand future economic shocks.

Education policy and refugees in England and Germany: racist nativism and the reproduction of white supremacy

ABSTRACT This paper argues that education policy in England and Germany racialises young refugees and asylum seekers and contributes to upholding white supremacy in the education system. Previous research in both countries has shown that education policy reproduces race inequality, and in England, it has been argued that education policy itself is an act of white supremacy . However, to date there has been little consideration of the specific role of refugee policies in maintaining race inequality in education. In this study we connect research on refugee education, the raced nature of the education systems in both countries and the racialised context and position of refugees in society. We draw on insights from Critical Race Theory and on the concept of racist nativism, ‘the link between race and immigration status’ to argue that refugees, already racialised in society, are also racialised by education policies and systems via the privileging of both nativist and white norms.

The challenges of gender inequality on sustainable development in leadership in Africa

The study explored challenges to gender proficiency in leadership to achieve sustainable development in Africa. The challenges to gender proficiency in leadership affect the achievement of sustainable development in Africa. The study discovered several social barriers hindering gender proficiency towards achieving sustainable development goals, which include the existence of social and cultural norms and gender-based differences in leadership, as confirmed by some researchers. The existence of these differences has been overlooked; hence it remains a reality that women are underrepresented in leading management positions in general on the ground, and particularly in leadership roles. The main question is if women’s call to occupy leadership positions is a complete reality or it is purely a pursuit for political acceptability. Gender gaps in the workforce over the last two decades remained largely unaffected, notwithstanding the increased number of women who have acquired education. Qualitatively, data was primarily collected through secondary content. The need to improve the education systems in low and middle-income countries is recommended, as all countries can reap the benefit of optimizing their deployment of female-skilled professionals and leverage their talent. This is actually one perspective to look at this opportunity

Medical education in Latvia: an overview of current practices and systems.

Located in northern Europe, Latvia is one of the three Baltic States with a population of 1.9 million. The country has a rich history of medical education spanning a century and is becoming an emerging global hub for medical education. Although the surge in international students has been beneficial for the development of educational and research infrastructure, increasing demands from local students, along with institutional capacity constraints, have overburdened the available resources. Substantial investments are being made to adapt to the rapidly changing geopolitical and techno-biomedical landscape. This perspective paper presents an overview of the country's medical education system, its challenges, and prospects from pre-university to doctoral level.

National Education Policy of India: A Comprehensive Roadmap for Transformative Education

The National Education Policy (NEP) of India, introduced in 2020, is a transformative policy that aims to revolutionize the country's education system. This article presents a comprehensive review of the literature on the NEP 2020, exploring its objectives, key features, implications, and challenges. The review highlights the policy's visionary approach in addressing critical issues such as access, quality, and holistic development in education. It emphasizes the potential of the NEP 2020 to reshape teaching practices, learning outcomes, and educational practices, while also identifying the challenges in its effective implementation. The study also discusses the role of technology, vocational education, and teacher empowerment in aligning with the policy's vision. The literature review underscores the significance of the NEP 2020 in fostering a knowledgedriven society and preparing India's youth for the challenges of the 21st century.

Examining the relationship between creativity and resilience in predicting nurses' job satisfaction during the Covid-19 pandemic

Objective: Unemployment is recognized as a fundamental problem in the society, especially among the graduates of the country's educational system. The aim of this research is to identify the factors preventing graduates from creating employment. Thus, this research aimed to explain the relationship between creativity and resilience in predicting nurses' job satisfaction during the coronavirus epidemic. Method: The statistical population comprises nurses living in Tabriz city. The sample was selected according to available sampling and 228 people were counted using Cochran's formula. Ahvaz Hardiness Scale (1998), Torrance Tests of Creative Thinking (1966) and Brayfield and Roth Job Satisfaction Scale (1951) where used to collect data. The data were analyzed using univariate and multivariate regression model. Results: The t-value for the fluidity, flexibility, originality, elaboration, and resilience, score is significant, (p<0.01) indicating the meaningful direct effect with Beta values of 0.322, 0.359, 0.511, 0.318, and -0.365, respectively. Conclusion: Creativity is associated with job satisfaction, and creativity development is a good predictor of job satisfaction, however, such a relationship is reversed for resilience, and resilience is a poor predictor of job satisfaction.

Distance education in the education system of European Union countries

The article describes the experience of distance education in the education system of the countries of the European Union for the introduction of a new innovative level of education quality in the European dimension. The main characteristics of distance education are highlighted: learning at an individual pace, in a convenient format, in any city, at a convenient time; flexible pedagogical and educational frameworks that respond sensitively to internal and external changes; consideration by education of students' ability levels, various learning styles, interests, needs, and experience. Various technological tools of modern distance education and the main possibilities of intensive development of distance education in the education system of the European Union countries are considered. The role of the European Association of Distance Learning Universities is shown. The requested educational projects within the framework of the Erasmus+ program was analyzed. The regimes in which distance education can be carried out in the education system of the countries of the European Union are listed.

EdTech industry in India: Revolution and challenges in the Indian market: Teaching case study

India's education sector is one of the largest in the world, with over 260 million students enrolled in more than a million schools and universities. The country's education system is facing several challenges, including low levels of learning outcomes, inadequate infrastructure, and a shortage of skilled teachers. In recent years, the EdTech industry has emerged as a potential solution to these challenges, providing students with access to quality education and personalized learning experiences. This case study explores the revolutionary growth and challenges faced by the EdTech industry in India.

PELATIHAN PENGEMBANGAN PROFESI GURU DALAM BIDANG PENELITIAN DAN PUBLIKASI KARYA ILMIAH DI SEKOLAH DASAR

Teachers are the backbone of the country's education system. A professional teacher must have the competence and quality standards as stated in Law 14 of 2005 concerning teachers and lecturers. Teachers and lecturers must be professional in carrying out their work to build quality education through research and community service. The fact is that there are teachers who still experiencing difficulties in carrying out professional development, including research and publication of scientific papers. To help teachers who have difficulty writing scientific work, a community service program was initiated in the form of tutoring and assistance in making scientific work at SD Negeri 5 Juli, Bireuen Regency. The only teacher professional development training that will produce scientific papers and will be presented is Classroom Action Research. Published scientific writing will increase the teacher's confidence in writing and work and make teacher teaching more effective and enjoyable. Everything can be presented in the form of models, making it easier for students to understand the material and get better learning outcomes.

The use of digital resources in the education system of foreign countries

The use of digital resources in the education system of foreign countries

Language-sensitive teaching as an emergent response to increasing linguistic diversity in Irish post-primary schools: Challenges, opportunities and implications for teacher education

The 21st century has been characterised by an unprecedented growth in transnational migration with education systems in many countries challenged to address the implications of this ongoing global phenomenon. This paper reports on a recent study that was undertaken amongst teachers and school managers in post-primary state schools in Ireland to explore the current position regarding language-sensitive teaching as an emergent response to the growing reality of linguistic diversity in schools. Bottom-up research of this kind is vital as it can shed light on the perceptions and experiences of the key stakeholders involved in order to determine their related professional needs and shape future directions in teacher education in this area. The key findings show that language-sensitive teaching remains in its infancy in the Irish post-primary educational context with an urgent need for teacher awareness-raising and upskilling in relation to this approach and its implementation in different subject classrooms. The research has also indicated that language support teachers can play a central role in developing language-sensitive teaching at the whole school level but this potential remains largely under-exploited in the Irish post-primary educational context.

Konsep Pendidikan Ki Hadjar Dewantara Dalam Penanaman Nilai-Nilai Multikultural Untuk Siswa Sekolah Dasar

In line with the development of science and technology, the Indonesian nation's education began to lose its identity. Indonesian education seems to be tossing and turning, not having clear directions and goals where to go and tends to imitate a lot from the education system in other countries. Therefore, this study aims to describe how the education system created by Kıe Hadjar Dewantara is dissecting in an effort to restore national identity through education based on cultural values. This study used a qualitative approach with a descriptive analysis design. Indonesian strength becomes an energy in shaping Indonesia as a great nation. A great nation is realized through a strong human character. If national values are not continuously instilled, it will have the potential to become a capital of division and conflict against a nation. Therefore, multicultural education places great emphasis on the importance of accommodating the rights of every culture and society to maintain and maintain national cultural and community identity. So that later the Indonesian people will have good character and be a respectable nation.